"National education policy 2009 – a critique" Column by Mr. Naveed Ejaz in which he has expressed the concerns of PMTA

The Daily News
http://www.thenews.com.pk
Thursday, September 24, 2009

National education policy 2009 – a critique
By: Naveed Ejaz

The announcement of the National Education Policy, 2009, was supposed to be the starting point for a nationwide debate on much needed systemic educational reforms. Yet apart from the odd cursory analysis or two, it seems as if educationalists, academics, politicians and the media are largely uninterested in the contents of the document. The silence of this group is puzzling and criminal in itself, but the larger and more important question is how good the proposed NEP really is. And what better way to judge the national educators and policymakers that authored the document than by marking them out of ten.

Marks are assigned to the following critical areas as follows: correctly identifying the problems (two marks), proposing meaningful solutions (two marks), proper implementation strategies and assigning responsibilities (two marks) and independent feedback mechanisms for reporting on progress and quality of reforms (two marks). One mark is for general neatness, grammar and organisation of the report and one mark I reserve for myself — to give as I please — as the privilege of being the examiner.

The NEP puts the right foot forward by recognising the two major weaknesses in the current system 1) low access and quality of education and 2) dearth and misappropriation of funds. It then clearly identifies the class barriers that a tripartite (public, A/O level, madrasa) system creates and expresses the desire to move away from the status quo by reviving confidence in public-sector education. It accepts that it is the failure of the state to provide quality public education for all that has resulted in the mushrooming of private institutions and madrasas, which by-and-large are free from any sorts of checks and balances. It accepts that the national curriculum is in dire need of reform and understands the need for greater provincial autonomy when it comes to administration. It also understands that lack of proper training and pay-scales correlates directly to a reduction in the quality of education. One point where the report is notably silent is on the inclusion of minorities with respect to curriculum subjects. However, all in all, a comprehensive analysis and an excellent start, two marks out of two.

The most visible and perhaps the only solution worth celebrating provided in the report is decision to increase educational spending to 7 percent of the GDP by the year 2015. However, the fact that the same government reduced the educational funding allocation from 2.4 percent to 2.1 percent (actual amount spent was 1.7 percent) last year creates serious doubts over it’s commitment to prioritise educational spending. The noncommittal attitude of the current government with regards to its statements and policies also lend weight to the argument that the projected figures are merely for political posturing and are unrealistic at the very least.

While the previous section clearly identified the pitfalls of a tripartite educational system, the policies put forward do very little to rectify the situation. Partnerships between private and public institutions are proposed while madrasa reforms are hinted at. Details of any sort regarding how and when these objectives will be achieved are absent.

Additionally, the policy sets itself a few notable milestones—i.e., provision of free primary education by 2015, provision of free education up to metric by 2025, increase in adult literacy rates to 86 percent by 2015, increase in higher education enrolment from 4.7 percent to 10 percent in 2015 and 15 percent in 2020. What is most worrying about all these milestones is that they seemed to have been plucked out of thin air, with no data provided to show any projections that might have been carried out. In the absence of any such projections, these numbers seem to be more of a wish-list than the result of any careful planning and deliberation.

This wish-list attitude has been notably present in all previous educational policy documents that successive military and civilian governments have come up with. It’s also notable that all such policies spread themselves too thin over what they hope to achieve rather than certain key areas to focus on. The NEP is no different in this regard, and for that reason, the recommendations and milestones it proposes seem highly unrealistic and just for political gain. Hence, for the reasons of not providing any visionary leadership, failing to ground projections on reality and strong allegations of doublespeak, I am compelled to give the solutions section a poor 0.5 out of 2.

After the particularly disappointing solutions section, the implementation plan needs to be clear, concise and to the point. It does exactly that when it proudly states “The NEP thus outlines what is to be done. The NEP does not deal with who will do what, how will something be done and when is something done.” 0 marks out of 2.

To report on the nonexistent implementation framework, the NEP proposes the setting up of a national forum—i.e., the inter-provincial education ministers (IPEM). Under this framework, the IPEM will serve as both the judge and the executioner in that it is both responsible for creating an implementation roadmap as well as gathering data to see how well the implementation is being carried out. Those familiar with public policy and development work will know that policymaking and research bodies are kept separate and independent from each other so that their conclusions can be considered to be unbiased. On a brighter note this section talks of implementing both 1) greater provincial autonomy and 2) greater interaction between policy monitoring bodies such as the Higher Education Commission (HEC) and the National Vocation and Technical Education Commission (NAVTEC), though again details regarding how these goals will be achieved are notably absent. Therefore for getting the very basics of policy monitoring wrong, this section gets graded 0.5 out of 2.

On the general neatness, grammar and organisation front, this report gets a 0.5 out of 1. Half-a-mark has been docked for it being very repetitive between sections and in places referring to itself as NEP 2008.

It’s clearly apparent that NEP 2009 is not the solution to the myriad of problems plaguing our educational system. The situation is extremely grim, given that work on the NEP was started as way back as 2005 and that it serves as an educational policy document for the next 10 years of our nation. Furthermore there is the highly contentious fourth chapter of Islamic education. Including such a section into the national policy document is clearly a political move. In doing so it risks further alienating the religious minorities which are already under significant pressures following recent attacks and events. The chairman of the Pakistan Minorities Teachers Association (PMTA) has already condemned the policy, calling it discriminatory towards non-Muslims. Educationalists also hold the opinion that this education policy, like all others before it, violates the article guaranteeing religious freedom in the Constitution when it makes Islamiyat a compulsory subject from grade 1 to 12.

It is clear from the scorecard that the NEP is merely an elaborate exercise in political posturing and offers very little in terms of meaningful reform. And while the responsibility for this lack of vision and determination falls largely on the shoulders of the current government, the silent members must also be taken to task; educators and policymakers for their inability to create a national debate on the subject, political parties for being uninterested in taking ownership in the educational arena, the media for showing more interest in the conspiracies of ex-generals than in education, so-called secular parties for not protesting over the Islamic education chapter and all of us for our general disinterest in the genuine problems that face our nation and the possible solutions that might help put us on the long road back.

As those that are keeping count will notice, I haven’t allocated my final mark yet. That’s because it hardly matters. At the current score of 3/9, even my deciding editorial vote is not enough to help NEP 2009 reach the minimum 50-percent massing mark.

The writer is a doctoral student at Imperial College, London. Email:ejaz.naveed@googlemail.com

Research paper of Prof. Anjum James Paul published in PCP on"BIASED PAKISTANI TEXTBOOKS AND MINORITIES"

Pakistan Christian Post
www.pakistanchristianpost.com
September 16, 2009

Biased Pakistani Textbooks and Minorities
By: Professor Anjum Paul
Chairman, Pakistan Minorities Teachers’ Association

The Founder of Pakistan the Quaid-i-Azam Muhammad Ali Jinnah in his presidential address to the Constituent Assembly of Pakistan on August 11, 1947 said, “You are free; you are free to go to your temples, you are free to go to your mosques or to any other place or worship in this State of Pakistan. You may belong to any religion or caste or creed that has nothing to do with the business of the State………Now I think we should keep that in front of us as our ideal and you will find that in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State. “

King Abdullah bin Abdul Aziz of Saudi Arabia in his address to the participants of the Interfaith Conference organized by the United Nations Organization in New York on November 12, 2008 said,” We should step forward to make relations. Existence of all religions will have to admit because it is necessary for peace in the world. We should respect the religion of everyone. All religions give the lesson of peace.”

Mr. Asif Ali Zardari, President of Pakistan in his address to the participants of the Interfaith Conference on November 13, 2008 said, “To maintain global harmony, politics and policies based on hatred will have to be changed.”

The Quaid -i- Azam Muhammad Ali Jinnah who was much concerned about the education of Pakistani nation. In his message to the first Educational Conference in November 1947 he said, “If we are to make real, speedy and substantial progress, we must bring our educational policy and programme on the lines suited to the genius of our people, consonant with our history and culture having regard to the modern conditions and vast developments that have taken place all over the world. The future of our state will and must accordingly depend upon the type of education we give to our children, and the way in which we bring them up as future citizens of Pakistan. We should try, by sound education, to instill into them up the high sense of honour, integrity, responsibility and selfless service to the nation. There is an immediate and urgent need for giving scientific and technical education to our people in order to build up our future economic life and to see that our people take the science, commerce, trade and particularly well planned industries. We should not forget that we have to compete with the world which is moving very fast in this direction.”

If we deeply evaluate the past 62 years of Pakistan, I am sorry to say that we have violated the above mentioned ideology of the founder of Pakistan. There cannot be change in the attitudes until there is formulation of education policy according to the national needs. Politics and education is still on the Ad hoc basis in Pakistan. Negative impacts of politics have affected education field as well. Our education field has failed to create national integrity and social harmony. Our education policies have produced extremists, warriors and suicide bombers instead of intellectuals and scientists. This is all the result of the biased education policies .Teachings on hatred, bias, sectarianism; religious intolerance and extremism have been placed in the textbooks. We can practically observe that the students become intolerant, extremists, prejudiced and biased against humanity in general after reading these textbooks.

There is promotion of a particular ideology and on the other hand bias against other faiths in the Pakistani textbooks. A full detail is in the White Paper prepared by Pakistan Minorities Teachers’ Association 2007. This is a document to debate religious bias, general standard of textbooks and education policies in Pakistan. There is research on 52 textbooks in the subjects of Civics, English, Ethics, Islamic Studies, Pakistan Studies, Social Studies and Urdu from class I-XII. Only in the subject of Urdu language from class I-XII, 235 chapters and poems out 409 consist of a particular ideology through various means in 12 textbooks. So the ratio of preaching a particular through is 57.45%.

There is a bird’s eye view of the dignity of Islam and Muslim while bias against the other religions than that of Islam under the following headings.

Preaching of Islam through textbooks
Dignity of Muslims
Bias against the other faiths in general
Bias against Christians
Bias against Jews
Bias against Hindus
Bias against Sikhs
Bias against Zoroasters
Bias against other civilizations
Misunderstanding of terms
Wrong information

PREACHING OF ISLAM THROUGH TEXTBOOKS

“Why did the old lady become a Muslim? Ref. English Step 6,Edition Ist ,Impression 10th ,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 2, Line 14

“We, as Muslims should follow the noble example of the tolerance of our Holy Prophet (Peace be upon Him).” Ref. English 8,Date of printing January 2006, Publisher, Punjab Textbooks Board, Lahore, Page 21, Line 9

“Which is the best book to read and teach?” Note: The answer of this question is the ‘Holy Quran.’ Ref. English 10, Edition Ist, Impression 7th, Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 4, Line 6.

“Write a letter to any of your non-Muslim friend, conveying the message of Islam.” Ref. Islamic Studies 7,Edition Ist ,Impression 23rd,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 21, Line 14

“You know that Islam is our religion.” Ref. Social Studies 4,Edition Ist , Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 108, Line 2

“Hindus in Sindh were converting to Islam by their own will to see the good behaviour of Muslims.” Ref. Social Studies 5, Edition 2nd, Impression 13th, Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 118, Line 17

“Students! Discuss the importance of Islam in the presence of teacher in the class.” Ref. Social Studies 6, Edition Ist ,Impression 9th,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 82, Line 22

”Organize two teams in the class, each team asking questions about our dear Prophet (PBUH).”Ref. Urdu 2, Date of printing January 2005, Publisher, Punjab Textbooks Board, Lahore, Page 4, Line 15

“Allah has addressed the Muslims, men of Allah! Be brothers among yourselves. We all Muslims are brothers of one another.” Ref. Urdu 2,Date of printing January 2005, Publisher, Punjab Textbooks Board, Lahore, Page 32, Line 7

“Start your every morning reciting the Holy Quran and receive uncountable virtues.” Ref. Urdu 3,Edition Ist ,Impression 23rd,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 69, Line 11

“2. Write any of your favourite naat (poem written in praise of Prophet Muhammad) in your note book taken from any book or magazine.” Ref. Urdu 4,Edition 3rd ,Impression 21, Publisher, Punjab Textbooks Board, Lahore, Page 22, Line 15

“As a Muslim it is an obligation of us all to act upon the life of Prophet Muhammad (PBUH).Try to adopt the morals of Prophet Muhammad (PBUH). Our worldly and hereafter success lies only in it.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 7, Line 6

“Write two paragraphs the way Muslims spread Islam.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 125, Line 14

“We the Muslims have been made the successor of the teachings of Prophet Muhammad (PBUH).Now it is our responsibility to introduce the whole world about his sacred personality and kindness.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 215, Line 12

“We should not take any such step for which we shall have to be shameful before God and his messenger Muhammad (PBUH).” Ref. Urdu 10,Edition 2nd ,Impression 3rd,Code No XLV/AD Publisher, Punjab Textbooks Board, Lahore, Page 10, Line 8

DIGNITY OF MUSLIMS
“Before the advent of Islam not to punish the dishonest and powerful but to punish fragile was common but after the advent of Islam justice was glorified.” Ref. Pakistan Studies 9,Edition 5th ,Impression 5th, Code XLIV/AD, Publisher, Punjab Textbooks Board, Lahore, Page 13, Line 4

“How did the Muslim women show their bravery when they were prisoners of war by the Christians?” Ref. Urdu 5,Edition Experimental ,Impression Ist, Code No XLV/AL, Publisher, Punjab Textbooks Board, Lahore, Page 70, Line 14

Once a battle was on its peak. Christians and Muslims were busy in showing their bravery. An arrow hit the mare of the Christian commander and that died.” Ref. Urdu 6,Edition 2nd ,Impression 3rd, Publisher, Punjab Textbooks Board, Lahore, Page 34, Line 19

“Sultan got back mosques from the occupation of the Christians and gave to Muslims.” Ref. Urdu 6,Edition 2nd,Impression 3rd,Date of printing, February 2005, Publisher, Punjab Textbooks Board, Lahore, Page 35, Line 19

“He was a great conqueror of Crusades. He conquered Jerusalem.” Ref. Urdu 6,Edition 2nd ,Impression 3rd, Publisher, Punjab Textbooks Board, Lahore, Page 36, Line 3

BIAS AGAINST THE OTHER FAITHS IN GENERAL

“Followers of other religions are often busy in garrulous manners on their festivals. They do not express their relation or devotion with Allah. On the contrary, on one hand these two festivals of Islam provide an opportunity of entertainment and joy to Muslims and on the other hand they become a source to meet one another and to help the needy. Besides this they are a source to have a strong contact and relationship with Allah. That is why Muslims specially arrange for prayer on the day of festival.” Ref. Islamic Studies 5,Edition 5th ,Impression 5th, Publisher, Punjab Textbooks Board, Lahore, Page 18, Line 4

“How do the followers of common religions celebrate their festivals?” Ref. Islamic Studies 5,Edition 5th ,Impression 5th, Publisher, Punjab Textbooks Board, Lahore, Page 20, Line 3

“Allah sent Prophets for the followers of the previous religions. And there was revelation of His Books on many of them. But the teachings of those Prophets and the Books revealed on them are not safe in original form.” Ref. Islamic Studies 10,Edition 2nd ,Impression 14th,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 96, Line 12

“Some previous Books of revelation consist of such discourses which are not only against reality but in many Books there are very much indecent and immoral discourses. (It is evident that these are fake discourses which have been added by someone himself).” Ref. Islamic Studies 11,Edition 2nd ,Impression 16th,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 29, Line 18

“Before the advent of Islam not to punish the dishonest and powerful but to punish the fragile was common but after the advent of Islam justice was glorified.” Ref. Pakistan Studies 9,Edition 5th ,Impression 5th, Code XLIV/AD, Publisher, Punjab Textbooks Board, Lahore, Page 13, Line 4

“Various non-Muslim nations in the world have been against Muslims and have often been cooperating to harm Muslims.” Ref. Social Studies 8,Date of printing ,January 2006 ,Publisher, Punjab Textbooks Board, Lahore, Page 126, Line 12

“And now, no other religion is popular in the eyes of Allah. Whole humanity is destitute to follow the path of Prophet Muhammad (PBUH) and the teachings of the Holy Quran for the welfare of religious and worldly affairs.” Ref. Urdu 4,Edition 3rd ,Impression 21st,Date of printing January 2005, Publisher, Punjab Textbooks Board, Lahore, Page 60, Line 15

“Every person must abstain drugs but especially the Muslims.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 128, Line 18

BIAS AGAINST CHRISTIANS

“They (Muslims) were forced to become Christians.” Ref. Civics 12,Edition 2005 ,Impression 12, Publisher, Punjab Textbooks Board, Lahore, Page 1, Line 19

“Christian preachers openly attacked their (Muslims) religion. Priests entered their religious conventions and started preaching Christianity”. Ref. Civics 12,Edition 2005 ,Impression 12, Publisher, Punjab Textbooks Board, Lahore, Page 2, Line 1

“So to stop the attacks of the Christian missionaries. Sir Syed saved many children becoming Christians by establishing orphan houses. Sir Syed had seen that time when orphans had been sent to Christian institutions at the time of famine in 1837.” Ref. Civics 12,Edition 2005 ,Impression 12, Publisher, Punjab Textbooks Board, Lahore, Page 12, Line 17

“Ummad-ud-Din was martyred by the conspiracy of Christians.” Ref. Social Studies 7, Edition Ist, Impression 34, Code No. XLV/AL, Publisher, Punjab Textbooks Board, Lahore, Page 17, Line 6

“On the contrary when 90 years ago Prince Gaudphrey conquered Jerusalem, there was so much execution that the horses of the victorious army slipped from the blood of the Muslims.” Ref. Urdu 6,Edition 2nd ,Impression 3rd, Publisher, Punjab Textbooks Board, Lahore, Page 35, Line 12

“Christians changed the shape of Al Aqsa and other mosques after occupation. Christians have always harmed the Muslims. They even executed them.” Ref. Urdu 6,Edition 2nd,Impression 3rd,Date of printing, February 2005, Publisher, Punjab Textbooks Board, Lahore, Page 35, Line 19

“Friends, highness is not of colour or race. In the Middle Ages. London and Paris were unknown places. There was filth. People who took bath were lashed by the order of the priests that they have become Muslims and have started taking bath on every Friday.” Ref. Urdu 8, Edition Ist. Impression 23rd, Code No. XLIV/AL, Publisher, Punjab Textbooks Board, Lahore, Page 181, Line 18 BIAS BIAS AGAINST JEWS

“In a battle Hazrat Ali sat on the chest of a Jew after falling him on the ground. He wanted to behead him off. Jew spat on his face. He at once released the Jew. The Jew asked the reason of his deliverance surprisingly. He said that a Muslim fights for Allah but not for personal revenge. By spitting on my face you tried to create personal revenge in my heart. That is why I released you. Hearing this Jew became a Muslim” Ref. My Book Urdu 3, Edition Ist, Impression 4th, Code No. XLV/AL, Publisher, Punjab Textbooks Board, Lahore, Page 71, Line 9

“In 1949 Jews tried to set on fire the Al Aqsa mosque in the occupied Bait-ul- maqdas (Jerusalem).” Ref. Urdu 6,Edition 2nd,Impression 3rd,Date of printing, February 2005, Publisher, Punjab Textbooks Board, Lahore, Page 109, Line 15

BIAS AGAINST HINDUS

“Many good girls are deprived of getting married. We have adopted this un- Islamic ritual from Hindus.” Fundamental Civics (For non-Muslim students) Intermediate level, First Impression December 1984, Publisher: Amin Book Depot, Urdu Bazaar, Lahore Page 38, Line 1

“Pakistan came into existence on the very same day when the first Hindu was converted to Islam.” Ref. Pakistan Studies 9-10,Edition 5th ,Impression 5th,Code No XLIV/AD, Publisher, Punjab Textbooks Board, Lahore, Page 7, Line 10

“Maulana Ashraf Ali Thanvi belonged to the Deoband sect. According to him Hindus were the worst enemies of Muslims.” Ref. Pakistan Studies 9-10,Edition 5th ,Impression 5th,Code No XLIV/AD, Publisher, Punjab Textbooks Board, Lahore, Page 19, Line 8

“According to him (Maulana Ashraf Ali Thanvi) Hindus can never be sympathetic and well wishers of Muslims whether there may be the Day of Judgment. They are more enemies of Muslims and Islam than that of English.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 152, Line 19

“He knew that the Hindus try to merry ‘Kali Mata’ (Black Mother) flowing the blood of innocent people of other religions. They consider all untouchables except themselves.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 221, Line 13

BIAS AGAINST SIKHS

“Sikhs empowered in Punjab and destroyed the peace of Punjab.” Ref. Pakistan Studies 9,Edition 5th ,Impression 5th, Code XLIV/AD, Publisher, Punjab Textbooks Board, Lahore, Page 10, Line 8

“Sikhs flourished their influence on weakening the government of Punjab and started looting the big cities of Punjab………At last Sikh ruler Ranjeet Singh established his government in Punjab. Sikhs were cruel with Hindus and Muslims. Sikhs destroyed the worship places, various tombs and particularly the educational institutions of Muslims.” Ref. Social Studies 4,Edition Ist ,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 82, Line 11

“Sikhs and the rulers of the Sikh states of Punjab helped British through weapons, army and money.” Ref. Social Studies 4,Edition Ist ,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 83, Line 11

“Ranjeet Singh’s regime was a cruel one for the Muslims and Hindus, Describe in detail.” Ref. Social Studies 4,Edition Ist ,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 87, Line 9

“In this regard for the achievement of religious freedom in 1826 he started the movement of religious jihad against Sikhs.” Ref. Urdu 12,Edition 5th ,Impression Ist, Date of printing ,August 2006,Publisher, Punjab Textbooks Board, Lahore, Page 8, Line 14

BIAS AGAINST ZOARSHTERS

“This was the day……..when temples of the worshippers were extinguished.” Ref. Urdu 8, Edition Ist, Impression 23rd, Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 213, Line 12

BIAS AGAINST OTHER CIVILIZATIONS

“English people sent the precious books of Islamic religious institutions to England. English people destroyed the religious institutions of Muslims. They did not want flourishing of Islam.” Ref. Social Studies 6,Edition Ist ,Impression 9th,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 75, Line 11

“Being fed of religion, Western mind has excluded religion from its system many centuries ago.” Ref. Urdu 9, Edition Ist ,Impression 7th,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 50, Line 13

“After that, attacked on another British and slaughtered him too.” Ref. Urdu 9, Edition Ist ,Impression 7th,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 73, Line 15

“Westerners are expert in spoiling the names of Muslims. They remember Abu- Al -Qasim Zahravi by the names of Abulcasis, Albucasis and Alzaharawius.” Ref. Urdu 11,Experimental Edition Ist ,Impression 5th,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 24, Line 17

MISUNDERSTANDING OF TERMS

“Negation of Theocracy. There is no place of theocracy in an Islamic state.” Ref. Civics 11,.Edition Ist ,Impression Ist, Date of impression January 2006, Publisher, Punjab Textbooks Board, Lahore, Page 69, Line 17 Note: Where there religion is declared a state religion is called a theocratic state. Most of the Muslim states have declared Islam as the state religion

WRONG INFORMATION

“In Hebrew Jacob’s name is Israel that stands for Man of Allah.” Ref. Ethics 11-12, Edition Ist, Month & Year of Publishing July 1999, Publisher: Sindh Textbook Board, Jam Shoroo, Page 54, Line 1 Note: The meaning of Israel is ‘Selected Prince.’

“Hindus laid the foundation of Congress.” Ref. Social Studies 6, Edition Ist, Impression 9th, Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 94, Line 18

Note Mr. A. O. Hume laid the foundation of Indian National Congress in 1885 who was a British.

“In the beginning the Quaid- i- Azam joined the Congress Party. Muslim political party Muslim League had not yet established.” Ref. Social Studies 7, Edition Ist, Impression 34, Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 29, Line 1

Note: Muslim League was established in 1906 while Quaid- i- Azam joined it after 7 years in 1913.

Pakistan Minorities Teachers’ Association (PMTA) flays the biased Education Policy 2009 approved on September 09, 2009 as chapter will on “Islamic teachings” supports the bias against the other religions which will definitely promote hatred, bias, discrimination and persecution against the minorities as this policy is not based on human values. Incidents like Shanti Nagar, Sangla Hill, Bagminiwala, Korian, Gojra and Jeteke will take place where innocent people of minorities will be beaten up, forced to convert, burnt and their houses will be looted and burnt to ashes with powerful explosive chemicals. In the end faith of the minorities is hurt by desecration and burning their Holy Books and places of worships especially churches.

BIASED PAKISTANI TEXTBOOKS AND MINORITIES"

Biased Pakistani Textbooks and Minorities.
By: Professor Anjum Paul
Chairman, Pakistan Minorities Teachers’ Association

The Founder of Pakistan the Quaid-i-Azam Muhammad Ali Jinnah in his presidential address to the Constituent Assembly of Pakistan on August 11, 1947 said, “You are free; you are free to go to your temples, you are free to go to your mosques or to any other place or worship in this State of Pakistan. You may belong to any religion or caste or creed that has nothing to do with the business of the State………Now I think we should keep that in front of us as our ideal and you will find that in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State. “

King Abdullah bin Abdul Aziz of Saudi Arabia in his address to the participants of the Interfaith Conference organized by the United Nations Organization in New York on November 12, 2008 said,” We should step forward to make relations. Existence of all religions will have to admit because it is necessary for peace in the world. We should respect the religion of everyone. All religions give the lesson of peace.”

Mr. Asif Ali Zardari, President of Pakistan in his address to the participants of the Interfaith Conference on November 13, 2008 said, “To maintain global harmony, politics and policies based on hatred will have to be changed.”

The Quaid -i- Azam Muhammad Ali Jinnah who was much concerned about the education of Pakistani nation. In his message to the first Educational Conference in November 1947 he said, “If we are to make real, speedy and substantial progress, we must bring our educational policy and programme on the lines suited to the genius of our people, consonant with our history and culture having regard to the modern conditions and vast developments that have taken place all over the world. The future of our state will and must accordingly depend upon the type of education we give to our children, and the way in which we bring them up as future citizens of Pakistan. We should try, by sound education, to instill into them up the high sense of honour, integrity, responsibility and selfless service to the nation. There is an immediate and urgent need for giving scientific and technical education to our people in order to build up our future economic life and to see that our people take the science, commerce, trade and particularly well planned industries. We should not forget that we have to compete with the world which is moving very fast in this direction.”

If we deeply evaluate the past 62 years of Pakistan, I am sorry to say that we have violated the above mentioned ideology of the founder of Pakistan. There cannot be change in the attitudes until there is formulation of education policy according to the national needs. Politics and education is still on the Ad hoc basis in Pakistan. Negative impacts of politics have affected education field as well. Our education field has failed to create national integrity and social harmony. Our education policies have produced extremists, warriors and suicide bombers instead of intellectuals and scientists. This is all the result of the biased education policies .Teachings on hatred, bias, sectarianism; religious intolerance and extremism have been placed in the textbooks. We can practically observe that the students become intolerant, extremists, prejudiced and biased against humanity in general after reading these textbooks.

There is promotion of a particular ideology and on the other hand bias against other faiths in the Pakistani textbooks. A full detail is in the White Paper prepared by Pakistan Minorities Teachers’ Association 2007. This is a document to debate religious bias, general standard of textbooks and education policies in Pakistan. There is research on 52 textbooks in the subjects of Civics, English, Ethics, Islamic Studies, Pakistan Studies, Social Studies and Urdu from class I-XII. Only in the subject of Urdu language from class I-XII, 235 chapters and poems out 409 consist of a particular ideology through various means in 12 textbooks. So the ratio of preaching a particular through is 57.45%.

There is a bird’s eye view of the dignity of Islam and Muslim while bias against the other religions than that of Islam under the following headings.

Preaching of Islam through textbooks

Dignity of Muslims

Bias against the other faiths in general

Bias against Christians

Bias against Jews

Bias against Hindus

Bias against Sikhs

Bias against Zoroasters



Bias against other civilizations

Misunderstanding of terms

Wrong information

Recommendations

PREACHING OF ISLAM THROUGH TEXTBOOKS

“Why did the old lady become a Muslim? Ref. English Step 6,Edition Ist ,Impression 10th ,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 2, Line 14

“We, as Muslims should follow the noble example of the tolerance of our Holy Prophet (Peace be upon Him).” Ref. English 8,Date of printing January 2006, Publisher, Punjab Textbooks Board, Lahore, Page 21, Line 9

“Which is the best book to read and teach?” Note: The answer of this question is the ‘Holy Quran.’ Ref. English 10, Edition Ist, Impression 7th, Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 4, Line 6.

“Write a letter to any of your non-Muslim friend, conveying the message of Islam.” Ref. Islamic Studies 7,Edition Ist ,Impression 23rd,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 21, Line 14

“You know that Islam is our religion.” Ref. Social Studies 4,Edition Ist , Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 108, Line 2

“Hindus in Sindh were converting to Islam by their own will to see the good behaviour of Muslims.” Ref. Social Studies 5, Edition 2nd, Impression 13th, Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 118, Line 17

“Students! Discuss the importance of Islam in the presence of teacher in the class.” Ref. Social Studies 6, Edition Ist ,Impression 9th,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 82, Line 22

”Organize two teams in the class, each team asking questions about our dear Prophet (PBUH).”Ref. Urdu 2, Date of printing January 2005, Publisher, Punjab Textbooks Board, Lahore, Page 4, Line 15

“Allah has addressed the Muslims, men of Allah! Be brothers among yourselves. We all Muslims are brothers of one another.” Ref. Urdu 2,Date of printing January 2005, Publisher, Punjab Textbooks Board, Lahore, Page 32, Line 7

“Start your every morning reciting the Holy Quran and receive uncountable virtues.” Ref. Urdu 3,Edition Ist ,Impression 23rd,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 69, Line 11

“2. Write any of your favourite naat (poem written in praise of Prophet Muhammad) in your note book taken from any book or magazine.” Ref. Urdu 4,Edition 3rd ,Impression 21, Publisher, Punjab Textbooks Board, Lahore, Page 22, Line 15

“As a Muslim it is an obligation of us all to act upon the life of Prophet Muhammad (PBUH).Try to adopt the morals of Prophet Muhammad (PBUH). Our worldly and hereafter success lies only in it.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 7, Line 6

“Write two paragraphs the way Muslims spread Islam.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 125, Line 14

“We the Muslims have been made the successor of the teachings of Prophet Muhammad (PBUH).Now it is our responsibility to introduce the whole world about his sacred personality and kindness.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 215, Line 12

“We should not take any such step for which we shall have to be shameful before God and his messenger Muhammad (PBUH).” Ref. Urdu 10,Edition 2nd ,Impression 3rd,Code No XLV/AD Publisher, Punjab Textbooks Board, Lahore, Page 10, Line 8



DIGNITY OF MUSLIMS



“Before the advent of Islam not to punish the dishonest and powerful but to punish fragile was common but after the advent of Islam justice was glorified.” Ref. Pakistan Studies 9,Edition 5th ,Impression 5th, Code XLIV/AD, Publisher, Punjab Textbooks Board, Lahore, Page 13, Line 4

“How did the Muslim women show their bravery when they were prisoners of war by the Christians?” Ref. Urdu 5,Edition Experimental ,Impression Ist, Code No XLV/AL, Publisher, Punjab Textbooks Board, Lahore, Page 70, Line 14

Once a battle was on its peak. Christians and Muslims were busy in showing their bravery. An arrow hit the mare of the Christian commander and that died.” Ref. Urdu 6,Edition 2nd ,Impression 3rd, Publisher, Punjab Textbooks Board, Lahore, Page 34, Line 19

“Sultan got back mosques from the occupation of the Christians and gave to Muslims.” Ref. Urdu 6,Edition 2nd,Impression 3rd,Date of printing, February 2005, Publisher, Punjab Textbooks Board, Lahore, Page 35, Line 19

“He was a great conqueror of Crusades. He conquered Jerusalem.” Ref. Urdu 6,Edition 2nd ,Impression 3rd, Publisher, Punjab Textbooks Board, Lahore, Page 36, Line 3

BIAS AGAINST THE OTHER FAITHS IN GENERAL

“Followers of other religions are often busy in garrulous manners on their festivals. They do not express their relation or devotion with Allah. On the contrary, on one hand these two festivals of Islam provide an opportunity of entertainment and joy to Muslims and on the other hand they become a source to meet one another and to help the needy. Besides this they are a source to have a strong contact and relationship with Allah. That is why Muslims specially arrange for prayer on the day of festival.” Ref. Islamic Studies 5,Edition 5th ,Impression 5th, Publisher, Punjab Textbooks Board, Lahore, Page 18, Line 4

“How do the followers of common religions celebrate their festivals?” Ref. Islamic Studies 5,Edition 5th ,Impression 5th, Publisher, Punjab Textbooks Board, Lahore, Page 20, Line 3

“Allah sent Prophets for the followers of the previous religions. And there was revelation of His Books on many of them. But the teachings of those Prophets and the Books revealed on them are not safe in original form.” Ref. Islamic Studies 10,Edition 2nd ,Impression 14th,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 96, Line 12

“Some previous Books of revelation consist of such discourses which are not only against reality but in many Books there are very much indecent and immoral discourses. (It is evident that these are fake discourses which have been added by someone himself).” Ref. Islamic Studies 11,Edition 2nd ,Impression 16th,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 29, Line 18

“Before the advent of Islam not to punish the dishonest and powerful but to punish the fragile was common but after the advent of Islam justice was glorified.” Ref. Pakistan Studies 9,Edition 5th ,Impression 5th, Code XLIV/AD, Publisher, Punjab Textbooks Board, Lahore, Page 13, Line 4

“Various non-Muslim nations in the world have been against Muslims and have often been cooperating to harm Muslims.” Ref. Social Studies 8,Date of printing ,January 2006 ,Publisher, Punjab Textbooks Board, Lahore, Page 126, Line 12

“And now, no other religion is popular in the eyes of Allah. Whole humanity is destitute to follow the path of Prophet Muhammad (PBUH) and the teachings of the Holy Quran for the welfare of religious and worldly affairs.” Ref. Urdu 4,Edition 3rd ,Impression 21st,Date of printing January 2005, Publisher, Punjab Textbooks Board, Lahore, Page 60, Line 15

“Every person must abstain drugs but especially the Muslims.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 128, Line 18



BIAS AGAINST CHRISTIANS

“They (Muslims) were forced to become Christians.” Ref. Civics 12,Edition 2005 ,Impression 12, Publisher, Punjab Textbooks Board, Lahore, Page 1, Line 19

“Christian preachers openly attacked their (Muslims) religion. Priests entered their religious conventions and started preaching Christianity”. Ref. Civics 12,Edition 2005 ,Impression 12, Publisher, Punjab Textbooks Board, Lahore, Page 2, Line 1

“So to stop the attacks of the Christian missionaries. Sir Syed saved many children becoming Christians by establishing orphan houses. Sir Syed had seen that time when orphans had been sent to Christian institutions at the time of famine in 1837.” Ref. Civics 12,Edition 2005 ,Impression 12, Publisher, Punjab Textbooks Board, Lahore, Page 12, Line 17

“Ummad-ud-Din was martyred by the conspiracy of Christians.” Ref. Social Studies 7, Edition Ist, Impression 34, Code No. XLV/AL, Publisher, Punjab Textbooks Board, Lahore, Page 17, Line 6

“On the contrary when 90 years ago Prince Gaudphrey conquered Jerusalem, there was so much execution that the horses of the victorious army slipped from the blood of the Muslims.” Ref. Urdu 6,Edition 2nd ,Impression 3rd, Publisher, Punjab Textbooks Board, Lahore, Page 35, Line 12

“Christians changed the shape of Al Aqsa and other mosques after occupation. Christians have always harmed the Muslims. They even executed them.” Ref. Urdu 6,Edition 2nd,Impression 3rd,Date of printing, February 2005, Publisher, Punjab Textbooks Board, Lahore, Page 35, Line 19

“Friends, highness is not of colour or race. In the Middle Ages. London and Paris were unknown places. There was filth. People who took bath were lashed by the order of the priests that they have become Muslims and have started taking bath on every Friday.” Ref. Urdu 8, Edition Ist. Impression 23rd, Code No. XLIV/AL, Publisher, Punjab Textbooks Board, Lahore, Page 181, Line 18 BIAS BIAS AGAINST JEWS

“In a battle Hazrat Ali sat on the chest of a Jew after falling him on the ground. He wanted to behead him off. Jew spat on his face. He at once released the Jew. The Jew asked the reason of his deliverance surprisingly. He said that a Muslim fights for Allah but not for personal revenge. By spitting on my face you tried to create personal revenge in my heart. That is why I released you. Hearing this Jew became a Muslim” Ref. My Book Urdu 3, Edition Ist, Impression 4th, Code No. XLV/AL, Publisher, Punjab Textbooks Board, Lahore, Page 71, Line 9

“In 1949 Jews tried to set on fire the Al Aqsa mosque in the occupied Bait-ul- maqdas (Jerusalem).” Ref. Urdu 6,Edition 2nd,Impression 3rd,Date of printing, February 2005, Publisher, Punjab Textbooks Board, Lahore, Page 109, Line 15

BIAS AGAINST HINDUS

“Many good girls are deprived of getting married. We have adopted this un- Islamic ritual from Hindus.” Fundamental Civics (For non-Muslim students) Intermediate level, First Impression December 1984, Publisher: Amin Book Depot, Urdu Bazaar, Lahore Page 38, Line 1

“Pakistan came into existence on the very same day when the first Hindu was converted to Islam.” Ref. Pakistan Studies 9-10,Edition 5th ,Impression 5th,Code No XLIV/AD, Publisher, Punjab Textbooks Board, Lahore, Page 7, Line 10

“Maulana Ashraf Ali Thanvi belonged to the Deoband sect. According to him Hindus were the worst enemies of Muslims.” Ref. Pakistan Studies 9-10,Edition 5th ,Impression 5th,Code No XLIV/AD, Publisher, Punjab Textbooks Board, Lahore, Page 19, Line 8

“According to him (Maulana Ashraf Ali Thanvi) Hindus can never be sympathetic and well wishers of Muslims whether there may be the Day of Judgment. They are more enemies of Muslims and Islam than that of English.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 152, Line 19

“He knew that the Hindus try to merry ‘Kali Mata’ (Black Mother) flowing the blood of innocent people of other religions. They consider all untouchables except themselves.” Ref. Urdu 8,Edition Ist ,Impression 23rd,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 221, Line 13

BIAS AGAINST SIKHS

“Sikhs empowered in Punjab and destroyed the peace of Punjab.” Ref. Pakistan Studies 9,Edition 5th ,Impression 5th, Code XLIV/AD, Publisher, Punjab Textbooks Board, Lahore, Page 10, Line 8

“Sikhs flourished their influence on weakening the government of Punjab and started looting the big cities of Punjab………At last Sikh ruler Ranjeet Singh established his government in Punjab. Sikhs were cruel with Hindus and Muslims. Sikhs destroyed the worship places, various tombs and particularly the educational institutions of Muslims.” Ref. Social Studies 4,Edition Ist ,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 82, Line 11

“Sikhs and the rulers of the Sikh states of Punjab helped British through weapons, army and money.” Ref. Social Studies 4,Edition Ist ,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 83, Line 11

“Ranjeet Singh’s regime was a cruel one for the Muslims and Hindus, Describe in detail.” Ref. Social Studies 4,Edition Ist ,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 87, Line 9

“In this regard for the achievement of religious freedom in 1826 he started the movement of religious jihad against Sikhs.” Ref. Urdu 12,Edition 5th ,Impression Ist, Date of printing ,August 2006,Publisher, Punjab Textbooks Board, Lahore, Page 8, Line 14

BIAS AGAINST ZOARSHTERS

“This was the day……..when temples of the worshippers were extinguished.” Ref. Urdu 8, Edition Ist, Impression 23rd, Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 213, Line 12

BIAS AGAINST OTHER CIVILIZATIONS

“English people sent the precious books of Islamic religious institutions to England. English people destroyed the religious institutions of Muslims. They did not want flourishing of Islam.” Ref. Social Studies 6,Edition Ist ,Impression 9th,Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 75, Line 11

“Being fed of religion, Western mind has excluded religion from its system many centuries ago.” Ref. Urdu 9, Edition Ist ,Impression 7th,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 50, Line 13

“After that, attacked on another British and slaughtered him too.” Ref. Urdu 9, Edition Ist ,Impression 7th,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 73, Line 15

“Westerners are expert in spoiling the names of Muslims. They remember Abu- Al -Qasim Zahravi by the names of Abulcasis, Albucasis and Alzaharawius.” Ref. Urdu 11,Experimental Edition Ist ,Impression 5th,Code No XLIV/AL Publisher, Punjab Textbooks Board, Lahore, Page 24, Line 17

MISUNDERSTANDING OF TERMS

“Negation of Theocracy. There is no place of theocracy in an Islamic state.” Ref. Civics 11,.Edition Ist ,Impression Ist, Date of impression January 2006, Publisher, Punjab Textbooks Board, Lahore, Page 69, Line 17 Note: Where there religion is declared a state religion is called a theocratic state. Most of the Muslim states have declared Islam as the state religion

WRONG INFORMATION

“In Hebrew Jacob’s name is Israel that stands for Man of Allah.” Ref. Ethics 11-12, Edition Ist, Month & Year of Publishing July 1999, Publisher: Sindh Textbook Board, Jam Shoroo, Page 54, Line 1 Note: The meaning of Israel is ‘Selected Prince.’

“Hindus laid the foundation of Congress.” Ref. Social Studies 6, Edition Ist, Impression 9th, Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 94, Line 18

Note Mr. A. O. Hume laid the foundation of Indian National Congress in 1885 who was a British.

“In the beginning the Quaid- i- Azam joined the Congress Party. Muslim political party Muslim League had not yet established.” Ref. Social Studies 7, Edition Ist, Impression 34, Code No XLV/AL Publisher, Punjab Textbooks Board, Lahore, Page 29, Line 1

Note: Muslim League was established in 1906 while Quaid- i- Azam joined it after 7 years in 1913.

Pakistan Minorities Teachers’ Association (PMTA) flays the biased Education Policy 2009 approved on September 09, 2009 as chapter will on “Islamic teachings” supports the bias against the other religions which will definitely promote hatred, bias, discrimination and persecution against the minorities as this policy is not based on human values. Incidents like Shanti Nagar, Sangla Hill, Bagminiwala, Korian, Gojra and Jeteke will take place where innocent people of minorities will be beaten up, forced to convert, burnt and their houses will be looted and burnt to ashes with powerful explosive chemicals. In the end faith of the minorities is hurt by desecration and burning their Holy Books and places of worships especially churches.

Interview of Professor Anjum James Paul,Chairman & Founder of Pakistan Minorities Teachers' Association for ANS on the "Education Policy 2009."

ASSIST News Service (ANS)
PO Box 609, Lake Forest, CA USA
http://www.assistnews.net
September 14, 2009

By Dan Wooding and Sheraz Khurram Khan
Special to ASSIST News Service
ISLAMABAD,PAKISTAN (ANS)

Pakistan National Education Policy 2009 condemned
PMTA terms Education Policy 2009 as ‘Islamic Education Policy’

Professor Anjum James Paul, the Chairman of Pakistan Minorities Teachers’ Association (PMTA), has termed Pakistan’s National Education Policy 2009 as “Islamic Education Policy.”
“In the presence of chapter four of the Education Policy 2009 on ‘Islamic Education,’ how can one justify that this is not a biased and discriminatory education policy that gives priority to the teachings of a single majority religion while Pakistan is a multi-religious country,” said the professor.
He said that syllabi are not based on democratic values and are discriminatory to non-Muslims.
Responding to a question he said the non-Muslim students have been given an option to study the subject of Ethics from Grade 3 to Grade 12.
Earlier, the subject of Islamiyat (Islamic Studies) was taught in all Pakistani schools. It was compulsory for all children up to grade 8 and from grade 9 Non-Muslim students could opt out by choosing Civics.
Professor Anjum alleged that the text books of Ethics have been written by Muslim authors from an Islamic perspective.
Elaborating on it he said that Ethics text book for class 3 does not name as to who was the eldest son of Abraham. “It merely states the eldest son of Abraham. This will definitely create confusion in the young non-Muslim students because according to Islam it is Ishmael whereas according to Christian teachings it is Isaac,” he stated.
The Ethics text book for Class 5, he said, has a chapter on Semitic Religions including Judaism and Christianity. How could a Muslim writer write on Christianity and Judaism?, he questioned.
Under the heading of “Religious Festivals” in the Ethics text book for Class 6 he said students are supposed to read about Eid-ul-Fitar (Muslim religious festival that follows Muslim holy month of Ramadan).
The professor pointed out that the students of Ethics are also supposed to read about Islam and prominent Muslim personalities like Imam Ghazali.
He alleged that the teachers, most of whom are Muslims, recognize the candidate to be a non-Muslim and hence they mark them down in the Ethics examination.
Anjum alleged that depiction of Christianity at higher-level classes is negative. He said that it was important that teachers and educational materials promote correct attitudes in young minds such as inter-religious harmony, tolerance, sensitivity to others, empathy and avoidance of prejudice and bias.
He went on to say that there are 57.47% teachings of Islam only in the subject of Urdu language which is a compulsory subject from grade I-XII.
Professor Anjum alleged that the Ministry of Education, government of Pakistan is “playing the role of a cleric as it preaches Islam to all the students whether one is Muslim or not”.
“PMTA declares this education policy ‘Islamic Education Policy’ as chapter four of this policy is on ‘Islamic Education,’” said Anjum.
This education policy, he alleged, violates article 22 (1) of the Constitution which describes “No person attending any educational institution shall be required to receive religious instruction, or take part in any religious ceremony, or attend religious worship, if such instruction, ceremony or worship relates to a religion other than his own.”
He added that the policy is in contravention of article 25 (1) of the 1973 Constitution of Pakistan 1 which describes “All citizens are equal before law and are entitled to equal protection of law.”
The professor further confided to ANS that the policy flouts Article 1 and 26 of The Universal Declaration of Human Rights, Article 18, 26 and 27 of International Covenant on Civil and Political Rights, Article 2 and 14 of International Committee of Red Cross and the United Nations Educational, Scientific and Cultural Organization’s recommendations.
Professor Anjum said he also wrote a letter to Pakistan Prime Minister Syed Yousaf Raza Gilani to apprise him of minorities’ reservation on the Education Policy.
Pakistan should withdraw from these covenants and declarations if it cannot ensure minorities' human rights, he demanded.

Report published in the Asia News on "Minorities and education"

Asia News
http://new.asianews.it
September 14, 2009

Minorities and education: equal rights for all students guaranteed by the constitution
by: Sarah John
A Christian scholar says that it is necessary to develop curricula that promote tolerance and human rights in order to fight violence and extremism. As it stands the current school system favours Muslims, providing them with advantages and privileges. School textbooks nurture a “sense of segregation” among minorities.
Lahore (AsiaNews) – In a long article published in the Pakistan Christian Post Anjum James Paul wrote that real change can come to Pakistan only through education. For the university lecturer and founder of the Pakistan Minorities Teachers’ Association (PMTA), the spiral of terrorism and extremism can be brought to an end by preparing students as early as possible in their life and explaining to them the values of tolerance and respect for human rights. As an expert with a great deal of knowledge of Pakistan’s school system he took a look at the 2009 National Education policy, pointing out its flaws and violations of minority rights.

As a scholar Anjum James Paul believes that a “constructive” attitude is needed, inspired by the “teachings of the Father of the Nation”, Muhammad Ali Jinnah, who presented his views to the first Constituent Assembly of Pakistan on 11 August 1947, and for whom freedom of worship was an essential feature of the country, stressing that the “the business of the State” was something distinct from “religion or caste or creed”.

Despite such lofty words minorities have been discriminated by successive governments, Paul said. But his criticism does not spare minority leaders, “who have never raised the issue of discriminatory policies.”

Text books and schools force minority students “to attend classes where one religion in particular, Islam, is promoted”, which tends to nurture a “sense of segregation”.

The role played by minorities “in the birth and building of Pakistan” is not included in any textbooks, and this creates a certain “distance between minority and majority students”. Although books should not cause controversies, it is “sad to see that minorities are not even mentioned.” Yet he is still hopeful that the Education Ministry will do something and adopt “special guidelines in the matter.”

Another case of discrimination between Muslim and non-Muslim students concerns the Qur‘an. Those who learn sections of the Holy Qur‘an by heart can jump to the 8th class examination, bypassing classes 6 and the 7, getting additional marks that are helpful in getting into higher classes. “Minority students are denied such privileges and it is harder for them to get a higher education,” he said.

By recognising that “Islam shall be the State religion of Pakistan” (Art. 2), the constitution strengthens the cooperation among Muslim nations on the basis of Islamic unity and promotes Islamic values, history, and teachings, but it does so to the disadvantage of those who profess a different religious creed.

Finally, some of examples Anjum James Paul cites are in “open violation” of Article 25 of the constitution which says that “All citizens are equal before law and are entitled to equal protection of law.”

Letter from PMTA to Prime Minister of Pakistan on" Comments on the biased Education Policy 2009" published in the Pakistan Christian Post

Pakistan Christian Post
http://pakistanchristianpost.com
September 14,2009

Ref.40-pmta/09 Dated:12-09-2009

To
Mr. Yousaf Raza Gilani
Prime Minister of Pakistan
Prime Minister’s Secretariat
Islamabad.
Subject: COMMENTS ON THE BIASED EDUCATION POLICY 2009

Honourable Mr. Yousaf Raza Gilani,
Greetings and well wishes!
Pakistan Minorities Teachers’ Association (PMTA) flays National Education Policy(NEP) 2009 approved by the cabinet on September 9, 2009 as this education policy violates the address of the Father of the Nation, Quaid-e- Azam Muhammad Ali Jinnah that he delivered in the First Constituent Assembly on August 11, 1947, Constitution of Pakistan 1973, Universal Declaration of Human Rights, The United Nations International Covenant on Civil and Political Rights and Convention on the Rights of the Child. This policy is a clear cut sign of social, educational and religious assassination of minorities. The oppressed and suppressed students of minorities will be forcibly taught Islamic teachings in the social and physical sciences subjects as well. There are 57.47 % teachings of Islam only in the subject of Urdu language which is a compulsory subject from grade I-XII .These textbooks have been published by the Punjab Textbook Board Lahore. Ministry of Education, government of Pakistan is playing the role of a cleric as it preaches Islam to all the students whether one is Muslim or not. PMTA declares this education policy ‘Islamic Education Policy’ as chapter four of this policy is on “Islamic Education.” This policy gives priority to Muslim students on minorities’ students.
PMTA would like to draw your kind attention on the address of the Quaid-e-Azam and Articles which have been deliberately violated in the approved education policy
VIOLATION OF THE ADDRESS OF THE QUAID-E-AZAM
The Quaid said in his address “You are free; you are free to go to your temples, you are free to go to your mosques or to any other place or worship in this State of Pakistan. You may belong to any religion or caste or creed that has nothing to do with the business of the State………Now I think we should keep that in front of us as our ideal and you will find that in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State. “
VIOLATION OF THE CONSTITUTION OF PAKISTAN 1973
Article 20
(a) every citizen shall have the right to profess, practice and propagate his religion;
Article 22
(1) “No person attending any educational institution shall be required to receive religious instruction, or take part in any religious ceremony, or attend religious worship, if such instruction, ceremony or worship relates to a religion other than his own”
(3) Subject of law
(a) no religious community or denomination shall be prevented from providing religious instruction for pupils of that community or denomination in any educational institution maintained wholly by that community or denomination
(b) No citizen shall be denied to any educational institution receiving aid from public revenues on the ground only on race. religion ,caste or place of birth.
(4) Nothing in this Article shall prevent any public authority from making provision for the advancement of any socially or educationally backward Class of citizens.
Article 25
(1) All citizens are equal before law and are entitled to equal protection of law.

VIOLATION OF THE UNIVERSAL DECLARATION OF HUMAN RIGHTS
Article 1.
All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood
Article 26.
(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
(3) Parents have a prior right to choose the kind of education that shall be given to their children.

VIOLATION OF THE UNITED NATIONS INTERNATIONAL COVENANT ON CIVIL AND POLITICAL RIGHTS
Article 18
Everyone shall have the right to freedom of thought, conscience and religion. This right shall include freedom to have or to adopt a religion or belief of his choice, and freedom, either individually or in community with others and in public or private, to manifest his religion or belief in worship, observance, practice and teaching.
No one shall be subject to coercion which would impair his freedom to have or to adopt a religion or belief of his choice.
Freedom to manifest one's religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health, or morals or the fundamental rights and freedoms of others.
The States Parties to the present Covenant undertake to have respect for the liberty of parents and, when applicable, legal guardians to ensure the religious and moral education of their children in conformity with their own convictions.
Article 26
All persons are equal before the law and are entitled without any discrimination to the equal protection of the law. In this respect, the law shall prohibit any discrimination and guarantee to all persons equal and effective protection against discrimination on any ground such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
Article 27
In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practice their own religion, or to use their own language.
VIOLATION OF THE CONVENTION ON THE RIGHTS OF THE CHILD
Article 2
2. States Parties shall take all appropriate measures to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions, or beliefs of the child's parents, legal guardians, or family members.
Article 14
States Parties shall respect the right of the child to freedom of thought, conscience and religion.

Pakistan Minorities Teachers’ Association has been struggling for a valued based, unbiased and non-discriminatory education policy and curriculum when it started work in 2006.PMTA wrote a letter to Gen. Pervez Mushraff, the then President of Pakistan No. pmta/115/6 on May 02, 2006 on the subject: “Representation of educationists from the religious minorities in the curriculum committee constituted to revise syllabus 2006”, The last letter was mailed to Federal Minister for Education, Government of Pakistan, Islamabad, No.16-pmta/09, dated March 06, 2009 on the subject “Reservations on National Education Policy 2009.”PMTA received twelve letters from different corners of the government of Pakistan. In a letter No.F 3-17/2007-IE on September 19, 2007 informing PMTA that the curriculum for Islmaiyat compulsory (for Muslim students) and Ethics for non-Muslim students have been approved and notified. It further says that there are no biases in future books.
How can one justify that this is a national education policy which has violated the address of the Quaid-e-Azam, Constitution of Pakistan, International Conventions and Covenants? This approved NEP will definitely cause serious damages to the national integrity and especially the minorities. Government of Pakistan must learn lesson from the recent tragic incidents of Bahmnywala, Korian ,Gojra and Samberial which took place in the months of June, July , August and September 2009. They have spoilt the image of Pakistan in the comity of nations. This is all due to the biased and discriminatory educational policies against the religious minorities of Pakistan. Minorities’ students have not been spared even in the subject of Ethics where they will be taught Islamic teachings besides other subjects like Urdu, History, Pakistan Studies, English, Civics, Social Studies etc. These textbooks are being written with a biased mindset by the Muslim writers who cannot justify on any cost on the topics on the minorities’ religions and their personalities in the subject of Ethics as Islamic theology is different than that of the minority religions of Pakistan. PMTA flays such an education policy which is biased and discriminatory and gives priority to the teachings of a single majority religion ignoring the minority religions.
Best regards.

PROFESSOR ANJUM JAMES PAUL
CHAIRMAN

Copy to
1.President of Pakistan, President’s House, Islamabad
2.Federal Minister of Education, Pak Secretariat, Islamabad
3.Federal Minister for Human Rights, Pak Secretariat, Islamabad
4.Federal Secretary for Education, Pak Secretariat, Islamabad

An open letter to Prime Minister of Pakistan on Education Policy 2009

Pakistan Christian Post

http://www.pakistanchristianpost.com

September 14, 2009

An Open Letter to Prime Minster of Pakistan on Education Policy 2009, by Prof. Anjum James Paul, Chairman PMTA
To Mr. Yousaf Raza Gilani

Prime Minister of Pakistan

Prime Minister’s Secretariat

Islamabad.

Subject: COMMENTS ON THE BIASED EDUCATION POLICY 2009

Honourable Mr. Yousaf Raza Gilani,

Greetings and well wishes!

Pakistan Minorities Teachers’ Association (PMTA) flays National Education Policy(NEP) 2009 approved by the cabinet on September 9, 2009 as this education policy violates the address of the Father of the Nation, Quaid-e- Azam Muhammad Ali Jinnah that he delivered in the First Constituent Assembly on August 11, 1947, Constitution of Pakistan 1973, Universal Declaration of Human Rights, The United Nations International Covenant on Civil and Political Rights and Convention on the Rights of the Child. This policy is a clear cut sign of social, educational and religious assassination of minorities. The oppressed and suppressed students of minorities will be forcibly taught Islamic teachings in the social and physical sciences subjects as well. There are 57.47 % teachings of Islam only in the subject of Urdu language which is a compulsory subject from grade I-XII .These textbooks have been published by the Punjab Textbook Board Lahore. Ministry of Education, government of Pakistan is playing the role of a cleric as it preaches Islam to all the students whether one is Muslim or not. PMTA declares this education policy ‘Islamic Education Policy’ as chapter four of this policy is on “Islamic Education.” This policy gives priority to Muslim students on minorities’ students.PMTA would like to draw your kind attention on the address of the Quaid-e-Azam and Articles which have been deliberately violated in the approved education policy

VIOLATION OF THE ADDRESS OF THE QUAID-E-AZAM

The Quaid said in his address “You are free; you are free to go to your temples, you are free to go to your mosques or to any other place or worship in this State of Pakistan. You may belong to any religion or caste or creed that has nothing to do with the business of the State………Now I think we should keep that in front of us as our ideal and you will find that in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State.

“VIOLATION OF THE CONSTITUTION OF PAKISTAN 1973

Article 20

(a) every citizen shall have the right to profess, practice and propagate his religion;

Article 22

(1) “No person attending any educational institution shall be required to receive religious instruction, or take part in any religious ceremony, or attend religious worship, if such instruction, ceremony or worship relates to a religion other than his own”

(3) Subject of law

(a) no religious community or denomination shall be prevented from providing religious instruction for pupils of that community or denomination in any educational institution maintained wholly by that community or denomination

b) No citizen shall be denied to any educational institution receiving aid from public revenues on the ground only on race. religion ,caste or place of birth.

(4) Nothing in this Article shall prevent any public authority from making provision for the advancement of any socially or educationally backward Class of citizens.

Article 25

(1) All citizens are equal before law and are entitled to equal protection of law.

VIOLATION OF THE UNIVERSAL DECLARATION OF HUMAN RIGHTS

Article 1.All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood

Article 26.(1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

(2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

(3) Parents have a prior right to choose the kind of education that shall be given to their children.

VIOLATION OF THE UNITED NATIONS INTERNATIONAL COVENANT ON CIVIL AND POLITICAL RIGHTS

Article 18

Everyone shall have the right to freedom of thought, conscience and religion. This right shall include freedom to have or to adopt a religion or belief of his choice, and freedom, either individually or in community with others and in public or private, to manifest his religion or belief in worship, observance, practice and teaching. No one shall be subject to coercion which would impair his freedom to have or to adopt a religion or belief of his choice. Freedom to manifest one's religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health, or morals or the fundamental rights and freedoms of others. The States Parties to the present Covenant undertake to have respect for the liberty of parents and, when applicable, legal guardians to ensure the religious and moral education of their children in conformity with their own convictions.

Article 26

All persons are equal before the law and are entitled without any discrimination to the equal protection of the law. In this respect, the law shall prohibit any discrimination and guarantee to all persons equal and effective protection against discrimination on any ground such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.

Article 27

In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practice their own religion, or to use their own language. VIOLATION OF THE CONVENTION ON THE RIGHTS OF THE CHILD

Article 22.

States Parties shall take all appropriate measures to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions, or beliefs of the child's parents, legal guardians, or family members.

Article 14

States Parties shall respect the right of the child to freedom of thought, conscience and religion. Pakistan Minorities Teachers’ Association has been struggling for a valued based, unbiased and non-discriminatory education policy and curriculum when it started work in 2006.PMTA wrote a letter to Gen. Pervez Mushraff, the then President of Pakistan No. pmta/115/6 on May 02, 2006 on the subject: “Representation of educationists from the religious minorities in the curriculum committee constituted to revise syllabus 2006”, The last letter was mailed to Federal Minister for Education, Government of Pakistan, Islamabad, No.16-pmta/09, dated March 06, 2009 on the subject “Reservations on National Education Policy 2009.”PMTA received twelve letters from different corners of the government of Pakistan. In a letter No.F 3-17/2007-IE on September 19, 2007 informing PMTA that the curriculum for Islmaiyat compulsory (for Muslim students) and Ethics for non-Muslim students have been approved and notified. It further says that there are no biases in future books. How can one justify that this is a national education policy which has violated the address of the Quaid-e-Azam, Constitution of Pakistan, International Conventions and Covenants? This approved NEP will definitely cause serious damages to the national integrity and especially the minorities. Government of Pakistan must learn lesson from the recent tragic incidents of Bahmnywala, Korian ,Gojra and Samberial which took place in the months of June, July , August and September 2009. They have spoilt the image of Pakistan in the comity of nations. This is all due to the biased and discriminatory educational policies against the religious minorities of Pakistan. Minorities’ students have not been spared even in the subject of Ethics where they will be taught Islamic teachings besides other subjects like Urdu, History, Pakistan Studies, English, Civics, Social Studies etc. These textbooks are being written with a biased mindset by the Muslim writers who cannot justify on any cost on the topics on the minorities’ religions and their personalities in the subject of Ethics as Islamic theology is different than that of the minority religions of Pakistan. PMTA flays such an education policy which is biased and discriminatory and gives priority to the teachings of a single majority religion ignoring the minority religions. Best regards.

PROFESSOR ANJUM JAMES PAUL

CHAIRMAN

Copy to

President of Pakistan, President’s House, Islamabad

Federal Minister of Education, Pak Secretariat, Islamabad

Federal Minister for Human Rights, Pak Secretariat, Islamabad

Federal Secretary for Education, Pak Secretariat, Islamabad

Comments of Chairman PMTA published in the Pakistan Christian Post on the National Education Policy 2009

Pakistan Christian Post
http://www.pakistanchristianpost.com
September 11,2009

Lahore: September 11, 2009. (PCP report) Professor Anjum James Paul, Chairman, Pakistan Minorities Teachers’ Association (PMTA) flays Education Policy 2009
approved by the Prime Minister and his cabinet on September 9, 2009. It is so shameful that Mr. Clement Shahbaz Bhatti , Federal Minister of Minorities’ Affairs did not courage to raise his voice or protested while this biased and discriminatory education policy was being approved as a representative of minorities. This policy is a clear cut sign of social, educational and religious assassination of minorities. The oppressed and suppressed students of minorities will be forcibly taught Islamic teachings in the social and physical sciences as well. There are 57.47 % teachings of Islam only in the subject of Urdu language which is a compulsory subject from grade I-XII .These textbooks have been published by Punjab Textbook Board Lahore. Ministry of Education, government of Pakistan is playing the role cleric as it preaches Islam to all the students whether one is Muslim or not.PMTA declares this education policy ‘Islamic Education Policy’ as chapter four of this policy is on “Islamic Education”. This education policy violates article 22 (1) of the Constitution which describes “No person attending any educational institution shall be required to receive religious instruction, or take part in any religious ceremony, or attend religious worship, if such instruction, ceremony or worship relates to a religion other than his own” .This policy even violates article 25 (1) of the Constitution of Pakistan 1973 which describes” All citizens are equal before law and are entitled to equal protection of law.” This policy even violates Article 1 and 26 of UDHR, Article 18, 26 and 27 of ICCPR, Article 2 and 14 of ICRC and the UNESCO recommendations.This policy violates the speech of the Father of the Nation Quaid-e-Azam Muhammad Ali Jinnah that he presented in the First Constituent Assembly of Pakistan on August 11,1947 “You are free; you are free to go to your temples, you are free to go to your mosques or to any other place or worship in this State of Pakistan. You may belong to any religion or caste or creed that has nothing to do with the business of the State………Now I think we should keep that in front of us as our ideal and you will find that in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State. “PMTA has been struggling for a valued based, unbiased and non-discriminatory curriculum and education policy when it started working , wrote letter to Mr. Pervez Mushraff, the then President of Pakistan No. pmta/115/6 on May 02, 2006 on the subject: “Representation of educationists from the religious minorities in the curriculum committee constituted to revise syllabus 2006” Copies of this letter were mailed to ,Prime Minister of Pakistan, Federal Minister of Education, State Minister of Minorities Affairs, Federal Secretary of Education, and Members of the Parliament (Minorities) of Pakistan. The last letter was mailed to Federal Minister for Education, Government of Pakistan, Islamabad, No.16-pmta/09, dated March 06, 2009 on the subject “Reservations on National Education Policy 2009.” Copies of this letter were mailed to the President of Pakistan, Prime Minister of Pakistan, Federal Minister for Human Rights, Federal Minister for Minorities Affairs and Federal Secretary Education. PMTA received twelve letters from different corners of the government of Pakistan. In a letter No.F 3-17/2007-IE on September 19, 2007 informing PMTA that the curriculum for Islmaiyat compulsory (for Muslim students) and Ethics for non-Muslim students have been approved and notified. It further says that there are no biases in future books. I conclude my words with this sentence that in the presence of chapter four of the education policy on “Islamic Education”. How can one justify that this is not a biased and discriminatory education policy that gives priority to the teachings of a single majority religion while Pakistan is a multi religious country?

Letter from PMTA to Prime Minister of Pakistan on" Comments on the biased Education Policy 2009"

Letter from PMTA to Prime Minister of Pakistan on" Comments on the biased Education Policy 2009"

Letter from PMTA to Prime Minister of Pakistan on" Comments on the biased Education Policy 2009"

Letter from PMTA to Prime Minister of Pakistan on" Comments on the biased Education Policy 2009"

Letter from PMTA to Prime Minister of Pakistan on" Comments on the biased Education Policy 2009"

"Minorities Quota in Punjab" published in the Daily Frontier Post

The Daily Frontier Post
September 10. 2009
http://www.thefrontierpost.com

Minorities Quota in Punjab
Prof. Anjum James Paul Faisalabad
The Federal Government has already issued five per cent quota for minorities in the civil services of Pakistan but government of Punjab is hesitating to issue the notification in this regard. Pakistan Minorities Teachers’ Association (PMTA) has grave concerns on this issue as there have already been recruitments in different departments ignoring 5% quota for the religious minorities. Mr. Muhammad Nawaz Sharif, Quaid of Pakistan Muslim League (N) announced 5 % quota on a Christmas programme in December 2008. It is astonishing that in the presence of PML (N) regime in Punjab there has been no implementation of this quota yet which is not a good symbol. Due to this there is utmost disappointment in the minorities’ youth. They are already frustrated due to the recent tragic incidents of Bahminiwala, Korian and Gojra. The Government should make all her efforts to comfort them and issue notification without any further delay. There must be considerations that the minorities may not be deprived of their fundamental right. Punjab government is requested to follow the notification of Federal government. I was assured last week on a telephone call by Mr. Kamran Michael, Minister of Human Rights and Minorities Affairs that notification of 5% quota for minorities will be issued in the next three or four days but there has not been action on it yet.

Column published in the Pakistan Christian Post on "National Education Policy 2009 and Minorities"

Pakistan Christian Post
http://www.pakistanchristianpost.com
September 04, 2009
National Education Policy 2009 And Minorities

By: Professor Anjum James Paul

Three out of twelve letters of the Federal and Provincial governments of Pakistan are lying before me. I shall try to put some light only on these three letters. One can guess how the governments in Pakistan have been discriminating and playing fouls with the innocent minorities of Pakistan. Representatives of minorities in the assemblies are equally guilty who have never raised these issues of the minorities in true sense otherwise there may not be cry in the wilderness. Incidents of persecution that have taken place in Shanti Nagar, Sangla Hill, Bahminiwala, Korian and Gojra have reminded us the history of migration at the time of partition of India when there were looting and killings. But what has happened recently in Gojra is the worst one when the evil doers’ martyred six Christian men, women and children powerful explosive chemical and one with firing. This has all happened due to the due the discriminatory educational policies as there are topics on intolerance, disrespect of the minority religions of Pakistan and promoting a particular ideology of a religion. It is so sorry to say that even the topics on “national integrity” in the textbooks are biased and it seems very clearly as if they are the topics on “ Islamic integrity “. The textbooks are not based on values and the result is before us in the shape of extremism and terrorism. There is still time that the government must review her education policy 2009 which is very much biased and discriminatory against the minorities. We can simply say that this is an Islamic Education Policy as chapter 4 is on “Islamic Education”. NEP has failed to formulate a national education policy. PMTA has already brought reservations in the kind notice of the Ministry of Education, Government of Pakistan on March, 06, 2009, Letter No.16-pmta/09 but no heed has been paid to the voice of the voiceless minorities.

PMTA received a letter from the Ministry of Education, GOP No.F 3-17/2007-IE on September 19, 2007 informing that the curriculum for Islmaiyat compulsory (for Muslim students) and Ethics for non-Muslim students have been approved and notified. It further says that there are no biases in future books.

In another reply to PMTA No.F 3-17/2008-IE on March 12, 2009, it was said that there are general guidelines for textbook writers in National Curriculum documents of Ethics III-XII 2007 (page 22-23), Pakistan Studies IX-X 2006 (page 19-21), History VI-VIII 2006(page 39-41) and Social Studies IV-V 2007 (page 56) etc, regarding adoption of unbiased and non-controversial material for minorities, sects and gender etc.

It further says, “So far as the role of minorities in the creation of Pakistan is concerned, it is included in National Curriculum of Pakistan Studies (IX-X) 2006 (page 13) and History (VI-VIII) 2006 (pages 29-30) for example.

It further says, “I am further directed to inform you that representatives of minorities were taken on the Curriculum Development Committee for Ethics (III-XII). A list of curriculum developers (Ethics III-XII 2007) is enclosed.

In another letter No. SO(S-VII) 1-9/2007, dated December 17, 2008 by the government of the Punjab, School Education Department, there are comments of Director (C.W), Punjab Textbook Board, Lahore in which it is said that the national Ethics Curricula 2006 for grades III-XII for non-Muslim students will be implemented under a phased programme.



Year 2010-11 Classes I, VI, IX and XI



Year 2011-12 Classes II, VII, X and XII



Year 2012-13 Classes V & VIII



PMTA has strong reservation using the word ‘non-Muslim’ as this is the openly violation of the Constitution of Pakistan, Article 36 where word ‘minorities’ has been used. We request the Chief Justice of Pakistan to take serious notice of this word and order all the institutions of the Federal and Provincial governments to use the word ‘minorities’ where necessary. This is a constitutional matter.

Punjab Textbook Board must keep in mind that curriculum has been developed in the subject of Ethics from grade III-XII but unfortunately phased programme to write books for class III and IV has not been mentioned while books for class I and II will not be prepared as curricula has not been developed for these classes. Punjab Examination Commission (PEC) conducts examination for class V and VIII while Boards of Intermediate and Secondary Education for class IX-XII. There is utmost need that textbooks must be written for these classes on prior basis. Syllabus of Ethics is not mentioned in the educational calendar which is discrimination with the students of minorities. Takveen Anjum of class V was one of the oppressed students to whom syllabus was not provided even though she requested the Ministry of Education and the Chief Minister of Punjab in the examination 2009. On failure of receiving syllabus, she protested and remained absent in the said paper but PEC awarded her 61 marks in the subject of Islamiyat. Later on she protested that why marks have been awarded to her though she was absent.

NEP 2009 is a component of contradictions in general and especially for minorities. PMTA wrote a letter to the the then President of Pakistan, No. pmta/115/6,dated May 02, 2006, on the subject “Representation of educationists from the religious minorities in the curriculum committee constituted to revise syllabus 2006” and copies were mailed to the Prime Minister of Pakistan, Federal Minister of Education, Government of Pakistan, State Minister of Minorities Affairs, Government of Pakistan, Federal Secretary of Education, Government of Pakistan and Members of the Parliament (Minorities) of Pakistan. Islamabad. We were really happy that representatives were taken on though only for the subject of Ethics to develop curricula but very much disappointed when I was called on by Mr. Chiragh Din Arif, Director (Curriculum Wing) Punjab Textbook Board Lahore on November 13, 2008. I came to know that there were Muslims who were writing on the topics in the subject of Ethics. I requested the honourable Director and presented reservations of the minorities that these are very sensitive books and students of minorities have to study them. So, these textbooks must be written by the educationists and experts of minorities. If textbooks were not to be written by the minorities’ educationists then why were they taken on in the Curriculum Development Committee for Ethics? Can a Muslim writer dare to write the death and resurrection of Jesus Christ according to the Christian faith? No, certainly not. How can he go against the teachings of his religion regarding such topics? Pakistani textbooks are mostly written with a biased, fundamentalist, discriminatory and sentimental approach against the religions and traditions of minorities. How can we blame other nations like India that there are biases in the textbooks when there is the worst situation in Pakistani textbooks?

It is mentioned in the national document of guidelines for textbooks writers that the material must be unbiased and non-controversial. But it is sorry to say that there is nothing mentioned about the minorities, sects and gender etc. The Ministry of Education must direct special guidelines in this regard. But it is impossible in the presence of biased topics like Two Nation Theory and Objectives Resolution which are biased against the minorities. There is open violation of article 22 (1) of the Constitution which says. “No person attending any educational institution shall be required to receive religious instruction, or take part in any religious ceremony, or attend religious worship, if such instruction, ceremony or worship relates to a religion other than his own”. Is this not the violation of the Constitution that students of minorities are forcibly taught a theology of a particular religion which is different to their belief? PMTA published a White Paper on Education in Pakistan In September 2007 .This is a document to debate religious bias, general standard of textbooks and education policies in Pakistan. There is research on 52 textbooks in the subjects of Civics, English, Ethics, Islamic Studies, Pakistan Studies, Social Studies and Urdu from grade I-XII. Only in the subject of Urdu language from class I-XII, 235 chapters and poems out of 409 consist of Islamic teachings through various means in 12 textbooks. So the ratio of preaching Islam by various means through Islamic teachings, personalities, poetry and terms is 57.45%. Not only this but these textbooks are filled with the bias against Christians, Jews, Hindus, Sikhs, Zoroasters and their civilizations as well. Minorities’ students will continue suffering as they will not only study the same particular ideology in the subject of Ethics but humanities and science subjects as well in future. They will be taught Arabic too in the textbooks of Urdu and English as well. Two Nation Theory and Objectives Resolution are much biased against the minorities of Pakistan. It is utmost need to abolish the topics of hatred from the textbooks as they have been totally failed to promote national unity and integrity. I would like to draw your attention on the following articles of the constitution.

Article 2 of the Constitution describes “Islam is the state religion.”

Article 31 and 40 of the Constitution of Pakistan 1973 are in chapter 2. Title of this chapter is “Fundamental Rights and Principles of Policy” . Again Pakistani education policy has been formulated keeping in mind this chapter biased chapter of the Constitution.

Article 31. Islamic way of life

(1) Steps shall be taken to enable the Muslims of Pakistan, individually and collectively, to order their lives in accordance with the fundamental principles and basic concepts of Islam and to provide facilities whereby they may be enabled to understand the meaning of life according to the Holy Quran and Sunnah.

(2) The state shall endeavour, as respects the Muslims of Pakistan, :



(a) to make the teaching of the Holy Quran and Islamiat compulsory, to encourage and facilitate the learning of Arabic language and to secure correct and exact printing and publishing of the Holy Quran;

(b) to promote unity and the observance of the Islamic moral standards; and

(c) to secure the proper organisation of zakat, [ushr,] auqaf and mosques”

Article .40. Strengthening bonds with Muslim world and promoting international peace.

The State shall endeavour to preserve and strengthen fraternal relations among Muslim countries based on Islamic unity, support the common interests of the peoples of Asia, Africa and Latin America, promote international peace and security, foster goodwill and friendly relations among all nations and encourage the settlement of international disputes by peaceful means.

There is discrimination with the students of minorities as Muslim students who learn the holy Quran by heart have many privileges for example, they can take the class VIII examination bypassing class VI and VII. They get 20 extra discriminatory marks if they want to get admission in higher classes. They have full tuition fees concession if they get admission in any public educational institution. On the other hand students of minorities are deprived of such privileges and are failed to continue their studies due to the 20 extra discriminatory marks which are a great hindrance to continue their study for higher level.

Due to the Principles of Policy of the Constitution there is discrimination with the students of minorities in the textbooks and educational institutions. They are forced to attend the assembly where ideology of a particular faith is promoted. Sense of segregation is developed in them. Their role in the creation and construction of Pakistan is not admitted in the textbooks which creates distance between them and the students of majority faith. This is openly the violation of Article 25 (1) which describes, “.All citizens are equal before law and are entitled to equal protection of law.”

Ministry of Education, government of the Punjab issued a discriminatory order about the minorities’ educator who are to be recruited to attend one month compulsory training in the subjects of Science, Mathematics, English, Urdu, Computer, PT and Qirat (recitation of the holy Quran). As soon as PMTA came to know, a letter was written to the education ministry No.29-pmta/09, dated July 10, 2009 on the subject, “Qirat and Minorities’ educators.” Same one published in the national press. Ms. Zubeida Mustafa in her column “Gojra and education” drew the attention on this issue as well. PMTA received a letter by the Ministry of Education Notification No. SO (TRG) 2-24/2008 on August 12, 2009, exempting the minorities’ educators to get training in the subject of Qirat.

We have to bring Pakistan out of the dangers of terrorism and extremism. It is the education which can only bring changes in the mindsets of the innocent students of our country. Education Policy is the key to make Pakistan a paradise or hell. Formers dictators have been playing with department education too for the fulfillment of their nefarious designs. We as Pakistanis have to play our role in a constructive way. Teachings of the father of the nation must be adopted as blue print which he presented before the First Constituent Assembly of Pakistan on August 11, 1947 burying the Two Nation Theory after gaining a nation called Pakistani. He said, “You are free; you are free to go to your temples, you are free to go to your mosques or to any other place or worship in this State of Pakistan. You may belong to any religion or caste or creed that has nothing to do with the business of the State………Now I think we should keep that in front of us as our ideal and you will find that in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State.