Latest news with #SNC
Express Tribune
16-05-2025
- Politics
- Express Tribune
Court clears way for SNC textbooks
The Peshawar High Court has dismissed a writ petition filed by local publishers, effectively lifting a long-standing stay order and allowing the Khyber-Pakhtunkhwa Textbook Board (KPTBB) to proceed with the adoption and printing of textbooks aligned with the Single National Curriculum (SNC) for classes IX to XII. The verdict was delivered by a Division Bench comprising Justice Syed Arshad Ali and Justice Fahim Wali, who upheld the K-P government's decision to adopt textbooks developed under the supervision of the National Curriculum Council (NCC), Islamabad. The writ petition, filed earlier this year by various local publishers, challenged the Provincial Cabinet's decision dated January 20, 2025, which approved the adoption of NCC-supplied textbooks. The government had argued that the move would promote uniformity in education standards across the country and yield significant financial savings — estimated at Rs600 million annually — in royalties otherwise payable to local publishers. The petitioners, represented by Advocate Jehanzeb Mehsud, contended that the government's decision undermined fair competition and violated the K-P Textbook Policy 2017. He argued that the policy requires textbooks to be procured through open advertisements and private publishers, and noted that other provinces had not followed the same route. He further claimed that the government's profit-sharing arrangement with NCC-approved publishers raised legal and ethical concerns. Representing the TBB, Advocate Shumail Ahmad Butt refuted these claims, explaining that the development of textbooks by the NCC began in September 2023 through a nationwide, transparent process. Publishers from across Pakistan were invited to submit manuscripts, which were reviewed and shortlisted based on quality and adherence to the SNC. Butt pointed out that Clause 3.2A of the 2017 Policy explicitly empowers the government to acquire manuscripts from alternative sources free of cost, bypassing the standard royalty-based procurement process. He stressed that this alternative model ensures quality, maintains regulatory oversight, and results in substantial financial savings without breaching any legal provisions. He further argued that local publishers, having avoided national-level competition, were now attempting to derail a merit-based process through litigation. Additionally, he highlighted that the post-26th Amendment legal framework limits judicial interference in federally-coordinated curriculum decisions and emphasized that provincial bodies, including the Directorate of Curriculum and Teacher Education (DCTE), retain full authority to modify the content as needed for regional contexts. After extensive arguments from both sides, the court ruled in favor of the government and TBB, paving the way for the printing and distribution of SNC-compliant textbooks in K-P.
Time of India
08-05-2025
- General
- Time of India
INS Sunayna returns to Kochi Naval Base after deployment in Indian Ocean
Kochi: INS Sunayna made a triumphant return to Kochi on Thursday after a month-long deployment in the Indian Ocean Region (IOR) by a joint crew from nine countries, as part of Indian Navy 's efforts to strengthen maritime bonds and enduring partnership with nations in the by two fast interceptor crafts, INS Sunayna — deployed as Indian Ocean Ship (IOS) Sagar — was received with much fanfare by Indian Naval Band. The 44 international crew members that were part of the mission came from Comoros, Kenya, Madagascar, Maldives, Mauritius, Mozambique, Seychelles, Sri Lanka, and Admiral V Srinivas, flag officer commanding-in-chief, Southern Naval Command (SNC), congratulated the crew during the reception ceremony held at the Naval Base in Kochi. The Indian Navy's maiden initiative of IOS Sagar was flagged off by defence minister Rajnath Singh from Karwar in Karnataka on April the deployment, the ship undertook port calls at Dar-es-Salaam, Nacala, Port Louis, Port Victoria, and Male. The mission witnessed joint naval exercises , professional and cultural exchanges, and joint EEZ surveillance of key IOR nations — Tanzania, Mozambique, Mauritius, and regional maritime cooperation between India and African nations, the ship participated in AIKEYME 2025 alongside INS Chennai and INS Kesari, which was jointly hosted by India and Tanzania from April 13 to 18. Operation Sindoor IC-814 hijacking mastermind Abdul Rauf Azhar killed in Op Sindoor Pahalgam attack: India flays Pak for opposing TRF mention in UN statement Did Pak shoot down Indian jets? What MEA said The exercise provided an opportunity for the crew of IOS Sagar to participate in the joint harbour phase and interact with the participating navies. In Mozambique, a range of collaborative activities and community engagements were held, promoting operational synergy and interoperability with Mozambique crew of IOS Sagar also engaged with Mauritius Police Force and undertook coordinated patrols with Mauritius Coast Guard. The visit to Port Victoria, Seychelles, was marked by cross-deck visits, training exchanges, joint yoga sessions, and maritime engagement with Seychelles Defence Force. The ship held a collaborative maritime security and regional outreach mission in the Maldives before entering journey of IOS Sagar commenced with the combined harbour and sea training phase at SNC in Kochi on March 25. The mission part of Indian Navy's commitment as the 'first responder' and 'preferred security partner' in the IOR towards the govt's strategic vision of MAHASAGAR (Mutual and Holistic Advancement for Security Across the Region).
Time of India
27-04-2025
- Politics
- Time of India
CM must remove Abraham if he is not quitting: Cong
1 2 3 Kochi: A day after CBI registered a case against chief minister Pinarayi Vijayan 's chief principal secretary KM Abraham in a disproportionate assets case , Opposition leader VD Satheesan demanded on Sunday that the bureaucrat resign from the post or the CM remove him. Satheesan told reporters in Kochi that the Kerala high court found evidence that Abraham amassed wealth beyond his known sources of income. Vigilance, led by the chief minister, tried to exonerate him, according to the high court order, Satheesan alleged. That is why the CBI was asked to investigate, he said. It is a disgrace to the state that Abraham continues as the CM's chief principal secretary. Is the CM afraid to remove Abraham because he was a witness in the SNC Lavalin case, Satheesan asked. Abraham mentioned in a letter to Vijayan that he possessed the call data records of ten thousand seconds of important people, Satheesan said. Abraham admitted to illegally tapping phones. Is phone tapping the job of the chief minister's principal secretary? Ramakrishna Hegde resigned over phone tapping, Satheesan said. "The state govt is in a situation where it cannot pay anyone, including cooking workers. Yet, it is spending over hundred crores of rupees to celebrate its anniversary. The debt, which was Rs 1.67 lakh crore in 2016, increased to Rs 6 lakh crore in 10 years. There are no medicines in hospitals, no provisions in Supplyco. Payment is not being made for paddy procurement. Social security pensions have stopped. ASHAs are on strike," Satheesan alleged. Backdoor appointments are happening in the state at an unprecedented rate, he said. Although there are vacancies, appointments are not being made from the PSC rank list, Satheesan said. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like 3 Reasons to Plug This Into Your Home Today elecTrick - Save upto 80% on Power Bill Learn More Undo The chief minister's daughter now says she didn't tell the SFIO that she received money without providing services, Satheesan said. However, those associated with the CMRL company have testified that Veena Vijayan received money without providing any service, he added. Unlike the National Herald case (against the Gandhis), the case against the chief minister's daughter is not politically motivated. The investigation is based on evidence related to a case that came up in income tax, Satheesan said. "Pinarayi Vijayan is organizing breakfast-lunch-dinner events to strengthen alliance with BJP. It's unclear why governors withdrew from the dinner," Satheesan said. "On the day the Nilambur byelection is announced, the UDF candidate will also be announced," he added.
Express Tribune
27-04-2025
- Politics
- Express Tribune
A curriculum of exclusion
Despite concerns raised by various stakeholders regarding the problematic aspects of the Single National Curriculum (SNC), the coalition government led by Pakistan Muslim League-N paid no attention and only renamed it the National Curriculum of Pakistan (NCP). Article 25A of the Constitution of Pakistan provides for free and compulsory education for children aged 5 to 16, however, a report by the Pakistan Institute of Education in collaboration with UNESCO has revealed that the number of out-of-school children has increased to 26.2 million. About two million more girls than boys are out of school in the country. At the end of sixth grade, the school dropout rate is 59 percept for girls and 49 percept for boys – a concerning difference. The key contributing factors are inadequate state investment in education (only 1.5% of GDP), lack of infrastructure, incapable teachers, insufficient learning resources, deficient textbooks, gender disparity and abject poverty. Examinations emphasize rote learning while fundamental skills like language proficiency and logical reasoning are often neglected. Pakistan is a multi-linguistic, multi-religion and multi-cultural country. To celebrate the diversity and to promote an inclusive society, the education system in any country plays a key role. Textbooks are critical tools for teaching knowledge and impacting students' behaviours; they can either inculcate social harmony or strengthen biases and hatred. There is a direct link between exclusionary narratives in textbooks and rising social intolerance against religious and sectarian minorities in the country. A critical analysis of 145 textbooks of compulsory subjects for Grades 1-10 such as; English, Urdu, General Knowledge, Social Studies, History and Pakistan Studies by federal and provincial boards was conducted by Centre for Social Justice (CSJ) to gauge the changes after NCP. The review reveals the level of inclusivity, gender parity and compliance with fundamental right guaranteed in Article 22(1) of the Constitution of Pakistan, which prohibits educational institutions from compelling students to study or receive instruction in a religion other than their own. Key observations The review of textbooks revealed varying degrees of inclusive content concerning minorities, women and persons with disabilities. The analysis found that the chapters in textbooks of the Khyber Pakhtunkhwa Textbook Board and the National Book Foundation indicated the highest level of inclusive content (7%), followed by Sindh (6.4%), Balochistan (5.4%) and Punjab (5.2%). Although the textbooks published by the Sindh Textbook Board had a lower percentage of chapters manifesting religious inclusivity, the inclusive content was more far-reaching as compared to the other boards. Moderate efforts to promote inclusivity are made in all boards. For instance, the use of diverse names such as Vicky, Rita, Priya, and discussion of festivals like Eid, Holi, and Christmas introduces students to cultural and religious diversity. Women's achievements are highlighted with role models like Fatima Jinnah, Dr Ruth Pfau and Arfa Karim. Additionally, stories featuring narratives about social harmony and challenges faced by persons with disabilities, such as a protagonist in a wheelchair or a child with polio, are included. While this inclusion is commendable, it is limited in scope and remains overshadowed by dominant ideological narratives. The study revealed the presence of hate material against minority religions in varying degrees which included negative portrayal, one-sided views, moral characterization, and stereotyping of a faith identity, etc. The highest frequency of hate content was found in textbooks for Pakistan Studies (15%) followed by History (4%). The study pointed out that some progress had been made in reducing hateful content against religious minorities in all boards. There is a marked inclusion of content centred on the majority religion across non-religious subjects, which all students, including those from religious minorities, have to learn to pass exams. The chapters explicitly focused on the majority religion appeared in textbooks in the following ratios: 39.6% in Khyber Pakhtunkhwa, 39.4% in Punjab, 29.8% in National Book Foundation, 25.9% in Balochistan, and 18.7% in Sindh. A cumulative total of 389 images depicting places of worship and tombs were found reflecting a significant disparity in representation of places of worship from diverse faiths. Mosques dominate the imagery, appearing 258 times (66%), followed by tombs, which appear 113 times (29%). In contrast, the representation of places of worship for religious minorities is significantly fewer with churches and temples depicted only seven times each, while Gurdwaras appear merely four times across all textbooks examined. The images of other religious sites, such as those of the Baha'i, Kalasha, Buddhist, and Zoroastrian communities, are entirely absent, highlighting a lack of acknowledgment of the full spectrum of religious diversity in the country. Textbooks across Pakistan's boards predominantly depict girls and women in a specific dress code, emphasizing the hijab as a normative part of female attire. The depiction of headscarves spans all ages and professions, from preschool-aged children to professional women. This strong emphasis on religious attire, particularly in primary textbooks, reflects a deliberate effort to normalize the hijab as an essential aspect of a girl's identity. The prevalence of hijab imagery from Grade 1 underscores the perceptions of authors and reviewers about gender and dress codes at a formative age. The lack of representation of diverse dress styles risks marginalizing those who do not conform to the dominant narrative, thereby perpetuating stereotypes and limiting the appreciation for diversity and individuality. The textbooks heavily rely on traditional gender stereotypes, depicting women and young girls in roles confined within socially defined boundaries. Young girls are shown assisting their mothers with household chores, engaging in indoor activities, or participating in limited sports like badminton. Adult women are primarily portrayed as housewives managing domestic responsibilities such as; childcare and cooking or as professionals in limited roles. This portrayal reinforces gender biases, marginalizes women's potential, and limits their representation in diverse and empowered roles, and fails to inspire students with inclusive and progressive role models. Charting a future course There is a dire need to introduce more learning content manifesting sensitivity towards diverse religions, peace-building, acceptance and gender parity. Following are the recommendations to the government, especially the education ministries and textbook boards in the country: Refrain from introducing any legislation, or policy measures that contravene the constitutional protections of religious freedom and non-discrimination, as enshrined in Articles 20, 22(1), and 25 of the Constitution. Ensure that textbooks of compulsory subjects for students of all faiths do not include content that is of majority faith, ensuring full compliance with Article 22(1) of the Constitution of Pakistan. Ensure balanced and equitable representation of all religious communities by incorporating content on religious beliefs, practices, places of worship, and festivals in textbooks, reflecting the country's religious diversity and fostering social cohesion. Incorporate positive narratives in textbooks that emphasize the shared heritage, cultural diversity and significant contributions of minority communities to Pakistan's history, culture, and development, fostering a sense of belonging and mutual respect among students from diverse backgrounds. Conduct independent reviews of curricula and textbooks before their finalization and publication, to identify and address biases, gaps, and exclusionary narratives, ensuring inclusivity and equity in educational materials. Ensure that federal and provincial governments implement policy regarding religious education as an alternative to Islamiyat/Ethics, including recruiting qualified teachers to facilitate minority students study their respective religions in schools. Limit the role of the Ulema Board in Punjab strictly to reviewing content specific to Islamiyat textbooks, ensuring their input remains within their area of competence. Moreover, broader curricular decisions should be guided by educational experts to uphold constitutional guarantees. Ensure that textbook content includes open-ended questions and interactive activities that encourage critical thinking, empathy, and respect for diversity, and stimulate discussions on acceptance and inclusivity. Develop guidelines for teachers on teaching topics related to religion, culture, gender and persons with disabilities in an unbiased and respectful manner to foster an inclusive classroom environment. Eliminate content and images in textbooks that depict girls and women in stereotypical gender roles and present them exclusively in religious attire. Moreover, adopt a more inclusive portrayal of women from various religious and cultural backgrounds in diverse professions and leadership positions, recognizing their contributions in all spheres of life. Implement a strategy to address complaints of harassment, bullying, and discrimination faced by girls, minorities, and persons with disabilities in educational institutions, and introduce safeguards to protect students, teachers, and educational institutions from violence and abuse, creating a safe and inclusive learning environment for all. Ensure compliance of the directives of Supreme Court Order No. ii (SMC No. 1 of 2014) which ordered the government to develop curricula aimed at fostering religious and social tolerance at both school and college levels. Nabila Feroz Bhatti is a human rights activist and columnist. She is Member Working Group at National Commission on the Rights of Child. She can be reached at nabilaferoz@ and on X @NabilaFBhatti All facts and information are the sole responsibility of the author
Express Tribune
22-03-2025
- Politics
- Express Tribune
Fighting extremism through education
Listen to article What has ailed Pakistan since its very inception is not external enemies but internal challenges. Extremism, terrorism, insurgencies and radicalisation, intensified by the government's inadequate policies to address them, have wreaked havoc on the country. These internal threats, if left unaddressed, will continue to undermine Pakistan's stability and progress. Reforming education is the first step toward addressing these issues. Education is not merely about academic achievement; it is a subject that shapes attitudes, behaviours and worldviews. In a diverse society like Pakistan, where radicalisation, extremism and intolerance have disrupted social harmony, education holds the transformative power to rebuild a cohesive community. The true purpose of education lies in cultivating positive thinking, harmony and respect for diversity, equipping individuals to challenge extremist narratives, reject intolerance and embrace peaceful coexistence. A lack of access to quality education leaves individuals vulnerable to extremist ideologies. In Pakistan, many young people are drawn toward radical groups due to limited opportunities and insufficient exposure to diverse perspectives. Outdated curricula and the influence of unregulated religious institutions contribute to these issues. What we need is better content that effectively counters radicalisation. To tackle extremism, education must extend beyond basic literacy. It should promote fraternity and peaceful coexistence; encourage questioning of extremist narratives; and build an understanding of diverse beliefs. A well-rounded education system introduces students to different cultures, religions and ideologies, shaping a mindset of tolerance and understanding. The government's introduction of the Single National Curriculum (SNC) aims to address disparities in education. However, the curriculum must include content that promotes harmony, tolerance and peaceful coexistence. If implemented effectively, such reforms can reduce the vulnerability of young minds to radicalisation. The gender gap in education remains alarming. According to Unicef, nearly 32% of primary school-aged girls in Pakistan are out of school. Excluding women from education perpetuates cycles of deprivation and ignorance. An inclusive education system empowers women and marginalised communities, giving them a voice in society and reducing the appeal of extremist ideologies. Bridging the gender gap is essential for building a resilient and inclusive society. Religious intolerance has been a principal source of conflict in Pakistan, with sectarian violence and hate speech targeting minority communities. Teaching students to appreciate religious diversity and understand the shared values underpinning different faiths can play a vital role in addressing religious intolerance. Introducing comparative religion courses in schools can foster mutual respect and understanding among students. To combat extremism and intolerance, Pakistan must undertake comprehensive education reforms. The curriculum should be updated to encourage tolerance, empathy and critical thinking while teaching harmony among diverse religious and ethnic groups. Teacher training programmes must equip faculty to teach peace education, conflict resolution and facilitate respectful discussions on sensitive topics. Education is a powerful remedy for radicalisation, extremism and intolerance. It must be made accessible to areas that have faced neglect for decades, particularly in remote regions of Balochistan and KP. Providing quality education in these areas can help build a society where individuals are less susceptible to extremist ideologies and more inclined toward peaceful coexistence. For education to become a practical solution, reforms must prioritise accessibility, curriculum updates and teacher training. Pakistan's future centres on its ability to invest in education as a tool for social reform. A well-educated population is the best defence not only against extremism and intolerance but also terrorism and radicalisation. It is time to recognise that education is not just for earning a living - it is for life.
