l Study flags ‘discriminatory content’ and underrepresentation of minority groups
l Experts call for urgent curricula reforms to promote tolerance, interfaith harmony

ISLAMABAD: A new study highlighted “significant gaps in inclusivity within Punjab’s primary-level textbooks and calling for urgent curriculum reforms”.

A research study titled “Inclusive Education for a United and Harmonious Pakistan” was launched by Action for Impact (AFI), in collaboration with Weaving People to Grow Foundation (WPTGF).

“Conducted during 2024–2025, the study presents a detailed analysis of discriminatory and exclusionary content in textbooks used across Punjab. Drawing on consultations with education experts, teachers, youth, and development professionals, the research identifies systemic issues that contribute to intolerance, marginalisation of faith-based communities, and limited development of critical thinking among students,” read a press release.

The report said that the country’s education system is deeply fragmented, with a mix of public, private, missionary, and seminary schools operating under varied curricula and standards. While the report said that the Single National Curriculum (SNC) was introduced to bring uniformity, its implementation remains inconsistent, and it falls short in addressing key gaps, especially around religious representation, critical thinking, and inclusion. Despite constitutional provisions that promote equality, equity, and inclusive education, schools in Pakistan continue to struggle to reflect these ideals in practice.

“Diversity and the fight against hate speech must begin at home and be reinforced in educational institutions. Without targeted efforts, biases and discrimination take root early in life, making it harder to reverse societal divides later,” the study noted. The need for reforms became especially evident after the Jaranwala incident, where over 85 Christian homes and more than 20 churches were attacked and vandalised, it said.

“This deeply disturbing incident not only exposed the fragile status of religious minorities in Pakistan but also highlighted the urgent need to address the societal mindset that fuels such intolerance. Following this, similar incidents involving the Ahmadi, Hindu, and other minority communities further revealed the systemic nature of religious discrimination.”

Pakistan is home to over 207 million people, comprising 96 per cent Muslims and 4pc religious minorities, including Christians, Hindus, Sikhs, Parsis, Baha’is, Ahmadis, Buddhists, Kalash, and other scheduled castes.

Alarmingly, non-Muslims made up 23pc of Pakistan’s population at the time of independence in 1947 – a figure that has drastically declined to 4pc. This demographic shift reflects the growing marginalisation of minorities and highlights the urgent need for interfaith and intra-faith harmony.”

The findings of the research study indicate that current curricula largely reflect the majority religion while underrepresenting minority faiths.

The press release said that this imbalance restricts students’ exposure to diversity and raises concerns regarding alignment with constitutional guarantees of equality.

The formal launch event brought together speakers from civil society, media, academia, and government.

The panel included Executive Director, WPTGF, Kiran Peter, Executive Director, IDRAC Amjad Nazeer, In-Charge, Rawalpindi Press Club Shakila Jalil, Executive Director, Poda Pakistan Sameena Nazir, and Minister for Minorities Affairs, Government of Punjab, Sardar Ramesh Singh Arora. Civil society activist Tariq Mehmood Ghouri also participated.

Speaking on the occasion, CEO of Action for Impact, Zartasha Niazi, stated that inclusive curriculum reform is a pressing need and has been consistently highlighted by diverse faith-based communities across Pakistan.

She emphasised that child development is shaped first within the household and then within educational institutions, and both spaces must promote tolerance, empathy, and respect for diversity. She also noted that more than 30 contributors, including students, teachers, and development sector professionals, were involved in the research.

Presenting the findings, Kiran Peter highlighted multiple areas of concern identified through the curriculum analysis including “presence of discriminatory content and gaps in interfaith representation, and the need for age-appropriate material.”

She stressed the need for teacher sensitisation to reduce discriminatory practices in classrooms.

Amjad Nazeer appreciated the research and emphasised the importance of teacher training and the creation of inclusive school environments.

He noted that religious content should primarily be included within relevant subjects, while other subjects should focus on broader human values and social development.

Shakila Jalil highlighted structural divisions within Pakistan’s education system, pointing to differences across public, private, and religious institutions.

Sameena Nazir emphasised the urgency of addressing discriminatory practices in schools, sharing an example from a primary-level institution.

In his concluding remarks, Sardar Ramesh Singh Arora acknowledged recent efforts by the Punjab Government to promote interfaith harmony, including initiatives recognising diverse religious communities.

He appreciated the study and noted that gaps remain in curriculum content, particularly in the representation of non-Muslim leaders such as Bhagat Singh, Ranjit Singh, and Guru Nanak, as well as other contributors to Pakistan’s history.

He emphasised the need to address bias not only within the curriculum but also at the household and societal levels. He further stated that this research is an important first step and expressed the government’s willingness to support its recommendations.

He shared that the study would be taken forward to the Punjab Education Ministry for consideration and potential implementation.

The study also calls for increased emphasis on universal values such as humanity, empathy, environmental responsibility, and responsible citizenship, alongside efforts to reduce overemphasis on conflict-driven narratives.

Published in Dawn, May 1st, 2026