By Deepak Kumar
The concept of diversification among educational institutions has gained significant importance. The principle of equality forms the bedrock of unity, peace, and diversity, yet many countries struggle to fully uphold it. In Pakistan, the issue of minority rights in educational institutions remains a contentious subject. Secular societies all over the globe strive to create an inclusive environment where individuals of different backgrounds, religions, and beliefs can coexist harmoniously.
In Pakistan, Quaid-e-Azam Muhammad Ali Jinnah's vision of a secular state, as reflected in his speech on 11th September 1947, emphasized the freedom of worship and equal treatment for all citizens regardless of their religion, caste, or creed. However, Pakistan’s constitution, particularly the Constitution of 1973, explicitly states that the state must guarantee equal rights for Pakistani minorities in every sphere of life, including education.
However, in practice, there have been instances where minorities have faced discrimination and marginalization and the authorities often fail to protect the rights of minorities, be it during moments of sorrow or joy. Unfortunately, despite such proclamations, the white part of the flag, representing minorities, remains faded. Specifically, when talking about the policies in educational institutions, Minorities are barely considered!
Occasional leaves are certain in the whole globe to show the sign of peace and prosperity, for the celebration of religious festivals is an essential aspect of cultural identity and social cohesion for various communities worldwide. Each occasion is celebrated at offices and universities to indicate inclusivity within the society.
But, here in Pakistan, the Higher Education Commission (HEC) has imposed a ban on celebration of Holi in spite of the fact that it is more of Cultural and Traditional eve celebrated all across the world.
In reply, the letter is withdrawn by the rulings of Raja Pervaiz Ashraf in the National Assembly after widespread criticism and public outcry, but it leaves a dark impression regarding the mindset of authorities it reveals. The sensitivity for such subjects is the need of the hour.
However, if minorities festivals are not designated as official holidays, there should be some leverage in educational institutes by providing students with concessions such as granting extensions for assignments, leniency in deadlines, and ensuring no quizzes on their festive days These small adjustments steps will demonstrate a commitment to diversity and respect for all faiths. Similarly, there are many other alternatives available among the different situations that can go a long way in creating an admirable educational environment.
During the holy month of Ramadan, policies in educational institutions can be challenging for students who do not observe fasting for various reasons. For instance, students from minority backgrounds, women with menstrual problems, and individuals on special diets and allergies face difficulties when cafeterias are closed during fasting hours. Instead of addressing these challenges and providing suitable alternatives, authorities often ignore the needs of these individuals, leading to marginalization and exclusion of a certain community on religious grounds.
In order to ensure a truly inclusive environment in educational institutions, authorities should take into account the diverse needs of students by considering the appeal and making appropriate accommodations. Steps, such as providing a designated space, for those who cannot fast during Ramadan to have their meals away from fasting students is a simple yet meaningful step towards inclusivity and can create a more tolerant and understanding environment.
Certainly, Islamic studies is often a compulsory subject in Pakistani educational institutions. This may be easy for Muslim students to comprehend, but can be challenging for minority students who are unfamiliar with the subject matter. To address this, educational institutions could consider offering alternative courses, such as comparative religion, religions of the world, ethics and moral practices, or general knowledge, so that minority students can gain insights into various belief systems without feeling alienated.
The Article 22(1) of Constitution of Pakistan states that “No person attending any educational institution shall be required to receive religious instruction … other than his own”.
Recognizing that these students may not have been familiar with the subject before, offering extra support and understanding can go a long way in fostering a sense of belonging and equal treatment.
Moreover, some textbooks and curricula contain biased or discriminatory content against minority communities, reinforcing negative stereotypes where, a report by Pakistan’s National Commission for Justice and Peace (NCJP) on 14th December 2014 says that the government has failed to keep its promise to eradicate religious “hate material” from textbooks used in schools however some of them are taken from Punjab Textbook Board Lahore, Sindh Textbook Board Jamshoro,
The Sindh Textbook Board’s Class VII (ages 11-12) book on Islamic Studies teaches: “Most of the [other] religions of the world claim equality, but they never act on it.”
The Punjab Board’s Islamic Studies textbook for Class VIII (ages 12-13) reads: “Honesty for non-Muslims is merely a business strategy, while for Muslims it is a matter of faith.”
Furthermore, discrimination and prejudice against minorities within the educational system pose a severe obstacle to their academic and personal growth. Incidents of bullying, stereotyping, and harassment are common, this atmosphere hinders their ability to focus on their studies and inhibits their potential to excel. To address these issues, Pakistan must embark on a comprehensive reform of its educational policies.
It is crucial to promote inclusivity by revising curricula to encompass the history and culture of all communities, fostering a sense of pride and belonging. Moreover, targeted financial aid programs must be developed to assist economically disadvantaged minority students. By addressing the financial burden, the government can enable these students to pursue their dreams and contribute positively to the nation's growth, and this is how Pakistan can truly harness the potential of all its citizens and develop into a stronger and united nation.