Topic: A study on awareness on Citizenship and Human Rights Among Youth In D.G.

Khan City
Introduction
A citizen is a participatory member of a political community. Citizenship is gained by meeting the legal requirements of a national, state, or local government. A nation grants certain rights and privileges to its citizens. In return, citizens are expected to obey their country's laws and defend it against its enemies. he value of citizenship varies from nation to nation. In some countries, citizenship can mean a citizen has the right to vote, the right to hold government offices, and the right to collect unemployment insurance payments, to name a few examples. !iving in a country does not mean that a person is necessarily a citizen of that country. Citizens of one country who live in a foreign country are "nown as aliens. heir rights and duties are determined by political treaties and by the laws of the country in which they stay. In the #nited $tates, aliens must obey the laws and pay taxes, %ust as #.$. citizens do. hey must register with the #.$. government to obtain legal permission to stay for an extended length of time. !egal aliens are entitled to protection under the law and to use of the courts. hey may also own property, carry on business, and attend public schools. &ut aliens cannot vote or hold government office. In some states they are not allowed to practice certain professions until they become citizens. #nder #nited $tates law, a noncitizen national is a person who is neither a citizen nor an alien but who owes permanent loyalty to the #nited $tates. 'eople in this category have some but not all of the rights of citizens. (or example, inhabitants of a #nited $tates territory may not have the right to vote. )oncitizen nationals of the #nited $tates include those people on the 'acific islands of American $amoa who were born after the territory was ta"en over by the #nited $tates in *+,,. Change being the essence of life has been ta"ing place through out the history of human social existence. he notion of change becomes even more stri"ing and he linguistic, religious, significant in the present day context of globalization.

political and cultural boundaries have blurred so much that the inter impact of

societies has emerged as one of the significant realities of social life the relationship of nation-states are being reshaped and restructured. mutual acceptance and harmony. his mutual harmony is not possible without participatory development forbearance and moderation is probably the most needed traits in the social life today. o generate a balance between independence and individuality on one hand and stable mutual relationships on the other hand is the "ey factor in ma"ing the survival of a nation-state successful in the question of how to prepare the youth of today to play their role as active and effective citizens in the global community bears even greater implications. Citizenship education aiming at the teaching of a civic sense, the "nowledge of the rights and responsibilities of a citizen, the role of a citizen in the development of a society and specially the concept of global citizenship are missing as a compulsory component in the curriculum at any level of education in 'a"istan .ptional courses such as /Civics0 and political $cience are taught at high levels of education such as undergraduate and graduate however only a limited number of students who want to do specialization in these or related areas opt for these courses. A citizen is a person whose lives in a particular city or town, est. who has voting or other rights there a person who belongs to a particular country by birth or by being naturalized, who gives loyalty to it, and expects protection from it, whether or not he-she actually lives there0 1$ummers, 2, 32. 2irector, *+456. A global citizen is one who aware of his-her role in the wider world7 respect and values diversity7 understand the wor"ing of economic, political, social, technical and environmental system in the world7 disli"es social in%ustice7 contributes local and global community at various level7 his eager to play role to ma"e world a more sustainable place7 and ta"e responsibility of his-her action, 1.xfam, *+886 9lobalization is transforming the institutions of the societies0 and /is creating new transnational systems and forces0 with the emergence of globalization the traditional position or status of a state has been revolutionized, consequently the traditional nation of citizenship has challenged. his new and wider concept of hey are being replaced with

citizenship has significant implications from the educational perspective, 19iddens *++:6 he view of citizenship that has been taught in the schools is dormant and conventional whereas witty 1*+:46 has pointed out another issue related to the traditional citizenship education in many societies that it is used for propaganda purposes and aims at serving personal or group interests of those in power at that time in that society. ;owever, this conventional view of citizenship has undergone a transformation during the second half of the 5,th century, 1 he 'hilips, *++<6 =ith the emergence of a global community there is an extension in the notion of citizenship as well. / the past decades have seen perhaps more attention to democratization and the development of civil society worldwide than at any time in recent memory, certainly since the end of the second =orld =ar, there is renewed emphasis upon civic and citizenship education as a part of the formal school curriculum0 12erricott and Cogan, *++:6. ;owever, many countries still do not give the due importance to citizenship education and do not adopt approaches that may be useful in developing active citizenship 1 omey>'urta and Amadeo *+++6. $ince its birth 'a"istan has not been able to successfully and usefully include citizenship education in the curriculum at any level though it has been endeavored in various education policies. racing it bac" to the 'a"istan 3ducation Conference *+?8, it is to be noticed that the educational system for the new state was expected to develop a democratic state and the then 3ducation @inister asserted that the aim of education should be to develop /the fundamental maxim of democracy0 and /it must aim at cultivating the civil virtues of discipline, integrity, and unselfish public service0 1@inistry of Interior 3ducation division, 5,,*6. All there have always been some fundamental ambiguities notion of citizenship0 which have become even more significant in the changing times. #ntil the recent past the ideas of citizenship was hardly discussed outsides university political science courses, being a citizen %ust matter of common sense0 and it / was normal to citizen0 1 castles and 2avidson, those A * 6 however , distortion of citizenship that was limited to be simple set of rights and obligation B political rights

to stand of a political office, legal rights to equality in the benefits provided by the state7 and obligation to obey laws, and the defend the country etcB ;as been challenged in the present time. here is significant shift from the notation of national citizenship to the global citizenship, 1Castles and 2avidson, 5,,,A 56 Citizenship is the /legal right of belonging to a particular country0 1&ullonA @anaging 3d. 5,,<6. he case of 'a"istan is one of these while discussing another dimension of the problem asserts that in 'a"istan /the curriculum and textboo"s do not distinguish between Islamic education and citizenship education and primate /exclusionary and passive citizenship. hey also shows that while 'a"istani students acquire "nowledge decision ma"ing and values 1civic mindedness, critical consciousness6 required for effective participation in democratic life, 12ean, 5,,46. he current national 3ducation policy 1*++:>5,*,6is again exclusionary for instance in the national 'lan of Action chapter 5 it is stated that/ character building, oriented towards humanism, tolerance, and moral build up on Islamic lines at elementary level shall be assigned top priority. hus at no stage in the life of the nation in the education policy development or curriculum designing global citizenship was emphasized. 3ven the national citizenship, which was mostly focused, was not aimed to be taught from the perspective of enabling students to develop critical approach or learn problem solving, 1 he current national 3ducation policy, *++:> 5,*,6