RESEARCH REPORT

The State of Civic Education in Pakistan

Report written by
Dr. Bernadette L. Dean

With support from the CRRP Programme team1

Umelaila Amin, Cassandra Fernandes,
Rahat Joldoshalieva, Karim Panah and Shazia Solangi

Submitted to Civil Society Programme, Aga Khan Foundation (Pakistan)

Islamabad

Aga Khan University, Institute for Educational Development (AKU-IED)

August 2007

For more information about the AKDN Civil Society Programme, please see
http://www.akdn.org/civil_society.asp

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Team
1 members names are given in alphabetical order.
 Table of Content

INTRODUCTION.................................................................................................................................................... 1
SECTION 1: THE CONTEXT............................................................................................................................... 1
THE POLITICAL CONTEXT ...................................................................................................................................... 1
THE SOCIAL, ECONOMIC AND CULTURAL CONTEXT ............................................................................................. 2
THE EDUCATIONAL CONTEXT ............................................................................................................................... 3
SECTION 2: THE THEORETICAL FRAMEWORK ....................................................................................... 4
SECTION 3: THE RESEARCH STUDY.............................................................................................................. 6
PURPOSE OF THE RESEARCH .................................................................................................................................. 6
OBJECTIVES OF THE RESEARCH STUDY ................................................................................................................. 6
RESEARCH METHODOLOGY ................................................................................................................................... 6
REVIEW OF THE LITERATURE ON CIVIC EDUCATION ............................................................................................. 6
MAPPING CIVIC EDUCATION INITIATIVES IN PAKISTAN ........................................................................................ 7
NATIONAL CIVIC EDUCATION EXPERT’S WORKSHOP ........................................................................................... 7
SECTION 4: FINDINGS......................................................................................................................................... 8
CONCEPTIONS OF CITIZENSHIP ............................................................................................................................... 8
CIVIC EDUCATION AND SYSTEMIC CHANGE ........................................................................................................... 9
A RECOMMITMENT TO CIVIC EDUCATION .............................................................................................................. 9
THE GOALS OF CIVIC EDUCATION ........................................................................................................................ 10
WORK BEING DONE IN CIVIC EDUCATION IN PAKISTAN ....................................................................................... 11
THE DIFFERING CONTENT OF CIVIC EDUCATION .................................................................................................. 11
THE TRANSMISSION MODEL OF CIVIC EDUCATION ............................................................................................. 13
TEACHER EDUCATION.......................................................................................................................................... 14
SUCCESSES AND CHALLENGES ............................................................................................................................ 14
SECTION 5: RECOMMENDATIONS FOR AKF............................................................................................ 15
BENEFICIARIES OF CIVIC EDUCATION ................................................................................................................. 15
STRATEGIES TO PROVIDE QUALITY CIVIC EDUCATION ....................................................................................... 17
Change the national curriculum .................................................................................................................... 17
Materials Development .................................................................................................................................. 17
Build Partnerships between CSOs and Schools ............................................................................................ 17
Research for an indigenous knowledge base................................................................................................. 18
CREATION OF A CIVIC EDUCATION NETWORK .................................................................................................... 18
REFERENCES....................................................................................................................................................... 19
APPENDIX I........................................................................................................................................................... 22
APPENDIX II ......................................................................................................................................................... 24
APPENDIX III ....................................................................................................................................................... 28
APPENDIX IV........................................................................................................................................................ 31
APPENDIX V ......................................................................................................................................................... 34

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 THE STATE OF CIVIC EDUCATION IN PAKISTAN

INTRODUCTION
New political and social realities within and between states have led to an increased emphasis
on civic education in both emerging and established democracies in order to build and secure
democracy. In Pakistan, the creation of conditions more favourable to democracy has led to
an increased emphasis on civic education for both leaders and the electorate. There is
however, little known about the work being done in civic education in Pakistan. This report
presents findings from the examination of the discourse and practice of civic education in
Pakistan in both the formal and informal education sectors and makes recommendations for
the design of a civic education programme for Pakistan.

The report consists of five sections. Section one sets the scene by presenting the political,
socio-economic and educational context of Pakistan at the time of writing the report. Section
two presents the theoretical framework that informed the study and in Section three the
methodology for the study is discussed. Section four delineates the key findings from the
review of both the national and international literature on citizenship education, the work
being done by civil society organizations in Pakistan. This section also includes the thoughts
shared by participants at the national civic education experts workshop conducted on July 31,
2007 at AKU-IED. Based on the findings specific recommendations are made for the design
of a civic education programme for Pakistan in Section five.

SECTION 1: THE CONTEXT

Pakistan is situated in South Asia. It is a country of 160 million people. Approximately 67
percent of the people live in the rural areas where agriculture is the main source of livelihood.
The gross domestic product per capita is around US$ 360. 24 percent of the population or
about 38 million people were living below the national poverty line in 2004-2005. Only
around 50 percent of the adult population is literate and life expectancy is 64 years.

The Political Context

Pakistan was created in the process of decolonisation following World War II and the
realization by the Muslims of India that they did not want a change of rulers, but the right to
determine their own future. When Pakistan came into being, it had to choose its political
system. It could have chosen monarchy, a legacy of the Mughals and its colonial past. Having
demanded a separate state so Muslims could live their lives in accordance with Islam, it could
have chosen theocracy. The political leaders, however, chose democracy. Jinnah, the founder
of Pakistan addressing members of the constituent assembly on August 11, 1947 said:

We are starting with the fundamental principle that we are all citizens and equal citizens of one
state…Now I think we should keep that in front of us as our ideal and you would find in due 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. (quoted in Rashid, 1985, p. 81)

Although Pakistan chose democracy, the extreme circumstances of the beginning years
necessitated “center[ing] attention on executive decision making, on the centralization of
authority and on crises management…Jinnah[‘s] authoritative voice…all but silenced the
representative institutions” (Ziring, 1997, p. 100). In subsequent years intrigue and
manoeuvring among politicians opened the way for the bureaucracy and armed forces to play

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more formidable roles and for dominant personalities to conclude that Pakistanis were unfit
for democracy and that the “Pakistani nation wanted strong leaders, not weak democracy”
(Ziring, 1997, p. 169).

The events of the initial years have influenced the subsequent history of Pakistan so that it
has repeatedly had ten years of weak democracy followed by ten years of military rule.
Democracy has been reduced to the participation of people in choosing their representatives
in elections while the other major pillars are ignored. Military dictatorships have sought
legitimacy through holding elections and declaring Pakistan to be a democracy. This has
blurred the distinction between dictatorship and democracy, and created a tension about the
form of government for Pakistan and the role of citizens.

After eight years of military rule, today, the people of Pakistan are once again demanding a
return to democracy. They want a reorganization of the political system so that democracy is
institutionalized. They want power to be devolved to them and politics to be made more
participatory, a return to the 1973 constitution and the strengthening of the judiciary and civil
society. In other words, they want substantive democracy.

The Social, Economic and Cultural Context

The social, economic and cultural context of Pakistan is one of extreme disparity in terms of
class, gender, ethnicity, religion and geographical region. To illustrate the nature of the
disparity we will focus on gender disparity and the struggle for greater gender equality.

Statistics of Pakistan's social sector show a clear disparity between men and women:

• Pakistan is one of the few countries in the world where the proportion of men
exceeds that of women. In 1985 there were only 91 women for every 100 men.
• Life expectancy at birth for women has only just risen above that for men; until
1989, Pakistan was one of only four countries in the world where men lived
longer than women;
• Primary school enrolment rates for girls are among the ten lowest in the world.
• While the incidence of ill-health and premature death among the poor of both
sexes is very high in Pakistan, women and girls are worst affected;
• Pakistan's maternal mortality rate is the highest in South Asia and greater than that
in other Muslim countries;
• Only 13 percent of the labour force is constituted of women, substantially below
the 36 per cent average for all low-income countries (Zaidi, 1999).

The huge differences are the result of the social, economic and cultural structures and
practices that discriminates against women. The 1985 Report of the Pakistan Commission on
the Status of Women says it all:

Women in general are dehumanised and exercise little control over either themselves or on affairs
affecting their well being. They are treated as possessions rather than as self-reliant self-regulating
humans. They are bought and sold, beaten and mutilated, even killed with impunity and social
approval. They are dispossessed and disinherited inspite of legal safe-guards. The vast majority are
made to work for as long as sixteen to eighteen hours a day, without any payment, while the Quran
even provides for the husband to pay the wife for nursing her own infant. Their status is based mostly
on local customs.

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Women have constantly struggled to improve their status through social and structural
change. In 1961, their struggle resulted in legislation that eliminated child marriages,
restricted polygamy and curtailed a man’s (and increased a woman’s) right to divorce. The
1973 constitution recognized men and women as equal citizens, repudiated discrimination on
the basis of sex, and provided for affirmative action by the state to ensure the full
participation of women in all spheres of life. However, in 1977, the Islamization policy of
General Zia-ul-Haq reversed these gains by rescinding women's rights, enacting
discriminatory laws and promoting retrogressive attitudes through what some describe as a
fundamentalist interpretation of the Qur'an and Shari'ah. These measures were actively
opposed by women’s rights advocacy groups. Women’s groups have continued to advocate
for equality and have had some success. Greater awareness of rights of women have led to
increased emphasis on female education, programmes for increasing employment
opportunities for women and passing of the Women's Protection bill in 2006. Their efforts
would have borne more fruit were they not on the one hand opposed by ethnic, regional or
religious groups ready to use violence in pursuit of their goals and on the other hand by the
lack of commitment of the state (Shaheed, 2002).

The Educational Context

Pakistan does not have free, compulsory and universal education although it is a stated
constitutional right. The lack of state provision of education has resulted in two trends:
increased provision of education by the private sector (profit and not-for-profit) and the
increased enrolment of children in madrassas. Thus there are different education systems: the
religious madrassas, the Matriculation (government and private) and the Cambridge (private)
systems. The great majority of students attend Matriculation schools run by both the
government and private sector. The Federal Ministry of Education is responsible for
developing the national curriculum, syllabi and prescribing the content of the textbooks used
in the Matriculation system. Teacher training is mostly conducted by government colleges of
education where most programmes are of one-year duration. These institutions are of low-
status because of poor planning, low allocation of budgets, violation of merit, political
influence, low status of the teaching profession and the quality of content and delivery of
training.

The education history indicates that no government has given the education sector the
required attention and therefore the education system of Pakistan suffers from a crisis of
quantity, quality and relevance. Pakistan has a population of 160 million of which 39 million
are children of school going age (5-14). 20 million children are between the ages of 5-9 and
19 million between the ages of 10-14 (Federal Bureau of Statistics, 2005a). Of the 20 million
children between the ages of 5-9, 8 million are not enrolled in school. Of the 12 million
enrolled 50 percent drop out by class 5. Of the 19 million children between the ages of 10-14,
15 million are enrolled in secondary school (Federal Bureau of Statistics, 2005b).

Teaching and learning in Pakistani classrooms is simply the transmission of textbook facts
which students must memorize in order to pass examinations. School graduates are good at
“parroting” what they learn rather than thinking and reasoning for themselves. Every
education policy and every book written on education in Pakistan laments the declining
quality and relevance of education to the lives of Pakistanis and to Pakistani society,
observing that it does not prepare students well for higher education, employability or
citizenship (Dean, 2000, 2005; Hayes, 1987; Hoodbhoy, 1998; Ministry of Education, 1998;
Saigol, 1994; Warwick & Reimers, 1995).

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Pakistan is trying to improve its education system. Educational development programmes like
the Education Sector Reforms Assistance (ESRA) have been initiated all over Pakistan.
Although there is little possibility that Pakistan will meet the Millennium Development Goals
(MDGs) it has made progress in increasing enrolment by opening new schools and offering
incentives to students. At the time of writing this report a new education policy is being
developed and new curriculum written. A policy allowing multiple textbooks has been
adopted and the first private examination board is bringing changes in the examination
system. Numerous teacher education initiatives are also been under taken.

Improving the education system is essential because education empowers people. At a

personal level it provides them the knowledge, skills, values and self-confidence to make
personal decisions. At the community level it provides them the knowledge and skills
required to protect and advance their rights and participate actively as citizens in social and
political life.

SECTION 2: THE THEORETICAL FRAMEWORK

From the initial conception of citizenship in the Greek city-states to the modern conception of
citizenship that emerged in the 18th century, citizenship has meant the participation of those
who have the rights of citizens in public assembly, in decision-making and operation of
public affairs. This indicates that citizenship is both a legal and political status as well as a
social role.

From the Greeks through to modern time citizenship was limited to male members of the
society, to the educated class and to property owners. It was only after a long struggle by
women that they were accepted as citizens. Democratic ideals have led to demands to lower
the voting age, to give the press freedom and to open up the processes of government (Crick,
1998).

T.H. Marshall in his book Citizenship (1950) saw three groups of rights necessary to the
understanding and practice of citizenship: civil rights, political rights and social rights.
Marshall stressed the importance of civil rights, “the rights necessary for individual freedom
– liberty of the person, freedom of speech, the right to own property and to conclude valid
contracts”. “The right to participate in the exercise of political power, as a member of a body
invested with political authority or as an elector of the members of such a body” and “the
whole range from the right to a modicum of economic welfare and security, to the right to
share to the full in the social heritage and to live the life of a civilized being according to the
standards prevailing in the society” were also deemed necessary for citizenship. More
recently cultural rights (Kymlicka, 1995) have also come to be seen as important to
citizenship. The provision of rights means that there are reciprocal responsibilities.

In addition, to rights and responsibilities, citizens also have different roles to play. Some of
these roles are to participate actively in respecting the rights of others, active political
engagement to enact just laws and to act to change unjust laws in a peaceful and responsible
manner (Crick, 1998) and joining voluntary groups and organizations to take actions in the
interest of the public good. To be able to carry out the differing roles and responsibilities of
citizenship means that citizens must have the knowledge, skills and dispositions to effectively
exercise their citizenship status. This calls for citizenship education.

There are a number of definitions of citizenship education including the ones given below:

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 [Citizenship education seeks to] develop knowledge, skills and attitudes and values
which enable students to participate as active and informed citizens in our democratic
society within an international context. (National Goals for Schooling, Australia,
1989)

Education for citizenship is concerned with both the personal development of students
and the political and social development of society at the local, national and
international levels. On a personal level, citizenship education is about integration
into society. It is about overcoming structural barriers to equality; challenging racism
and sexism in institutions. On a political and social level, it is about creating a social
order that will help provide security without the need for repression. (Osler and
Starkey, 1996)

These definitions reveal a number of themes, concepts and dimensions to citizenship

education. They include the themes of: the preservation of a democratic society and its
associated rights; the notion of participation in society; the preparation or capacity-building
of young people for active and informed participation; a focus on inclusion or integration into
society; a concentration on contemporary society; key concepts…including democracy,
rights, responsibilities, tolerance, respect, equality, diversity and community; and the
dimensions of knowledge and understanding, skills, attitudes and values… (Kerr, 2003, p. 8).
The breadth and depth of the linked themes, concepts and dimensions indicate that citizenship
education is an umbrella concept that encompasses many forms of education, including civic
education, human rights education, values education, peace education, and global education.
It also has connections with other subjects of the curriculum including history, geography, the
languages, religious studies, politics and economics. It also points to the fact that citizenship
education is not just confined to teaching and learning in schools but encompasses all forms
of education, the focus of which is the preparation for democratic life (Audigier, 1998).

There are different approaches to citizenship education such as the ‘values-explicit’ and
values-neutral’ approaches, the minimal and maximal approaches (Mclauglin, 1992) and the
education about, through, and for citizenship. However, for the purpose of this report we
would like to use the octagon model (refers to its schematic shape) of citizenship education
(Torney-Purta, et al, 1999, 2001) illustrated in figure 1.

The octagon model of citizenship education places

the individual at the centre surrounded by public
discussion about goals, values and practices relevant
to civic education. The public discourse and
practices of society influence the individual through
direct contact with family, peers, school staff and
neighbours and through its institutions and the mass
media. The outer octagon that circumscribes these
processes includes institutions, processes and values
in domains such as politics, economics, education
and religion. It also includes the country’s position
internationally, local and national heroes and
symbols, the socio-economic stratification structure
and opportunity structure and values related to Fig. 1: Octagon Model of Citizenship Education
social participation

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This model suggests that learning about citizenship is not limited to instruction in schools but
engagement with all that surrounds the individual and provides the context in which the
development of the understanding of citizenship takes place.

SECTION 3: THE RESEARCH STUDY

Purpose of the Research

The present government is being encouraged to put in place structures, institutions and
processes that would give Pakistan a better chance of sustaining democracy. Democracy
requires informed citizens willing to participate in the democratic and development processes
at the local, national and global levels. To prepare informed and participatory citizens a civic
education programme is required through which citizens will acquire the knowledge, skills
and dispositions as well as have opportunities for civic engagement through such activities as
participating in the political processes and engaging in community service.

In Pakistan there are a number of organizations working in the field of civic education. Little,
however, has been done to assess their work. It is therefore important that an assessment of
the work of key civil society organizations (CSOs) in the field of civic education in Pakistan
be undertaken to identify what each organization is doing to promote civic education, as well
as to identify their successes, challenges and future needs. Findings of the research will
facilitate identification of strategies for the development of a comprehensive civic education
programme for Pakistan.

Objectives of the Research Study

The objectives of the research study were to:
• identify what the theoretical and empirical literature says about civic education in
general and civic education in Pakistan;
• map the work being done in civic education in Pakistan by CSOs, educational
institutions and government departments to find out what civic education programmes
they offer, the objectives of the programmes, the target groups, their curriculum and
key messages;
• study the impact, successes and challenges of the civic education programmes
conducted by CSOs;
• have civic education experts critically review findings and suggest a way forward.

Research Methodology
The research methodology entailed three processes: a review of the literature on civic
education, a mapping of civic education initiatives in Pakistan and a national civic education
experts workshop.

Review of the Literature on Civic Education

In order to achieve the study’s objectives a review of the literature on civic education from
around the world including Pakistan was undertaken. Beginning with an ERIC search and
reading the abstracts we selected country case reports and cross national reviews of the theory
and research on citizenship education. Because of the rather limited literature on Pakistan all
accessible studies were reviewed (see Appendix I). The foci of this exercise were to: assess
the current state of citizenship education prevailing nationally and internationally; identify
suggestions for what needs to be done to better prepare democratic citizens, identify the
barriers to change and ways to overcome the barriers.

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Mapping Civic Education Initiatives in Pakistan
The first step in mapping civic education initiatives was to develop a performa to document
the work of CSOs in the field of civic education in Pakistan (see Appendix II). Given the
number of CSOs working in Pakistan it was important to delimit the scope to CSOs working
in the areas of citizenship education, human rights education (minority rights, child rights,
women rights), law and legal issues, peace and conflict resolution education, institutions
working to further understanding of democracy and democratic institutions, structures and
processes at the local and national level and institutions working with the mass media.
Government departments working in the above areas were also identified. Moreover, both
public and private universities (having departments like Political Science, Sociology,
Gender/women’s studies, Mass communication and Media, Pakistan Studies) from all over
the country were also included in the study. CSOs involved in social welfare work like Edhi
or Ansar Burni Welfare Trust were not included nor were the far too many community based
organizations (CBOs).

In order to identify relevant organisations, the directory on organizations working in the area
of citizenship, human rights and conflict resolution education prepared by Idara-e-Taleem-o-
Aagahi was referred to, organizations already known to the CRRP Programme team were
contacted with a request to identify other organizations engaged in civic education, and an
internet search for such organizations was also conducted. This resulted in an exhaustive list
of relevant organizations (see Appendix III).

The identified organizations were then contacted by telephone, regular mail or email through
which they were informed about the purpose and objectives of the study and requested to
provide the required information and any relevant curriculum materials (if any) at their
earliest.

The information and materials collected were reviewed in order to identify the
institutions/organizations doing the best work in the field of civic education. Criteria were
developed to facilitate judgements which included the aims and objectives of the
organizations (specific to areas identified), scope of work, the nature of the work and their
impact, successes, challenges and future needs.

Appointments were then made to meet the civic education experts in the organizations that
best met the criteria (see Appendix III the names of organizations are highlighted). The visits
entailed introductions to the CRRP Programme, its aims and objectives, the aims and
objectives of the research study and interviews/conversations to gather detailed information
regarding the work of the organization in the field of civic education, their successes,
challenges and the impact they thought their work was having. In addition curriculum
material such as books, booklets, fliers, posters, CDs and videos were also collected. An in-
depth review of the curriculum materials was undertaken to identify the key messages being
delivered.

National Civic Education Expert’s Workshop

In order to share findings of the literature review and mapping exercise and receive input on
strategies for developing a civic education programme for Pakistan a national expert’s
workshop on civic education was conducted on July 31, 2007. Invitations were sent out to
CSOs assessed as doing the best work in civic education, teachers from various educational
institutions, government departments involved in civic education and the media (see

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Appendix IV). The invitations included the objectives and structure of the workshop. Thirty
experts from CSOs, government departments, media and educational institutions from around
Pakistan discussed the existing state of civic education in Pakistan and suggested the vision,
goals and strategies required to further develop the civic education programme in Pakistan
(see Appendix V).

The major findings from all these exercises are summarised in the next section of the report.

SECTION 4: FINDINGS

Conceptions of citizenship
A review of the literature on citizenship indicates that citizenship is an evolving, polysemous
and contested concept. Most writers (Turner, 1986; Resnick, 1990; Clarke, 1994) argue that
conceptions of citizenship began with the Greeks where all free men shared in the decision
making and operation of common affairs. Modern conceptions of citizenship were influenced
by the French Revolution which called for equality, social fraternity and national sovereignty.
The modern conception of citizenship gave rise to new understanding of the individual's
relationship to each other and the state (Sears 1997). Presently citizenship is understood as
the relationship between an individual and a political community in which the individual is
provided with certain rights and has to fulfil certain responsibilities (Bottery, 20003).

Women are challenging the present construction of citizenship. They claim that citizenship as
it is presently defined relies on the notion of the free, autonomous being who acts in the
political/public sphere and receives social entitlements based on individual citizenship. This
conception excludes women as it is defined in opposition to the sphere of work relegated to
them (Freedman, 2002). Thus there is a gulf between guaranteed full citizenship and the
actual lived experiences of citizenship for women (Leech, 1994). Present understandings of
citizenship are also being challenged by sub-national and supranational forces giving rise to
local and global conceptions of citizenship.

Empirical research (Theiss-Morse, 1993; Conover, Crewe & Searing, 1991; Ichilov & Nave,
1981; Carrington & Short, 2000) on citizenship indicates different conceptions within and
between different countries. A study conducted by Dean (2003) in Pakistan found that
Pakistanis had four conceptions of citizenship. They think of citizenship in terms of being
born in Pakistan and sharing a common culture, being patriotic, sharing a common religious
identity and as someone who has to fulfil duties.

National civic education experts defined citizenship in terms of its political and legal
components. They felt that the macro system, that is, the institutional processes, values in the
social, political, economic and religious domains and the position of Pakistan in the
international context greatly influenced how Pakistanis conceived of themselves as citizens.
The experts noted that the promotion of a singular religious identity, the reduction of heroes
to pre-partition political leaders, religious personalities and military leaders and symbols to
those associated with religion and the military and the increasingly negative image (violent,
intolerant, extremist) of Pakistan internationally had given rise to a negative conception of
Pakistani citizenship. The result they felt is that Pakistanis have a negative self-image, low
esteem and confidence, a growing feeling of despondency and lack of agency among
Pakistanis.

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The experts expressed the need for a civic education programme to prepare a more hopeful,
peace loving and active citizenry. Such a programme they felt must stress the multi-ethnic
and multi-religious identity of Pakistan and be based on principles of democracy and
pluralism.

Civic education and systemic change

Civic education experts in Pakistan, like their counterparts around the world have high
expectations of civic education for addressing societal problems. This is likely because of the
stated goals of civic education in most curriculum documents. For example, the standards
document of the Centre for Civic Education 1994 reads, “It has been recognized since the
founding of the nation that education has a civic mission: to prepare informed, rational,
humane, and participating citizens committed to the values and principles of American
constitutional democracy”. In Australia, the only nationally accepted statement of curriculum
intent the Common and Agreed National Goals for Schooling in Australia, explicitly
highlighted civic education:
• To develop knowledge, skills, attitudes and values which will enable students to
participate as active and informed citizens in our democratic Australian society within an
international context. (Goal 7)
• To develop in students … a capacity to exercise judgement in matters of morality, ethics
and social justice. (Goal 6) (Print, 1999).

In Pakistan, too civic education is seen as the panacea for all the ills of society. Over the
years this has resulted in additions to the curriculum of population education, environmental
education, drug education to address persistent and current problems and issues in Pakistani
society.

Civic education experts noted that in most cases these lofty goals have not been achieved
because as the theoretical framework indicates along with civic education, changes in the
social, political, economic and cultural systems are also needed for societal change. They
criticized the emphasis laid on raising awareness in both formal and informal civic education
programmes. They noted that while raising awareness was important it did not necessarily
lead to action for systemic change. They pointed out that success had come when in addition
to awareness raising concerned groups and their supporters had been mobilized to advocate
for implementation of existing laws, changes in existing discriminatory laws and practices
and for new legislation.

A recommitment to civic education

There is a rethinking of civic education taking place around the world in new and emerging
democracies as well as in well-established democracies. A result of this rethinking has been a
greater emphasis on civic education the world over. This can be seen in recent development
in civic education in Australia, Canada and England as well as in countries that are members
of the Commonwealth of Independent States. This rethinking is also taking place in Pakistan,
but unlike other countries this rethinking is being directed not by the government but by
CSOs. This fact led to the question, “Whose agenda is civic education? Is it a donor funded
agenda or our own agenda?” Civic education experts observed that the need for civic
education has arisen from the present local context in which there is a growing commitment
to democracy. They pointed to the many political changes such as increased number of seats
in the national assembly and the institution of local government as providing the impetus for
civic education.

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Civic education experts noted that in most established and emerging democracies, civic
education was a goal of education. It was part of the curriculum and all students received
citizenship education. Pakistan, however, does not have a universal, compulsory and free
system of education. Therefore, only a few receive civic education which the experts held
was of poor quality. A large population of school-age children were denied the opportunities
of receiving an education and thereby civic education. Furthermore, a large adult population
had not received any education, they too had to be educated for citizenship. Because of this
context the experts were of the view that we have to find innovative ways to provide civic
education to young people both in and out of school. They felt that in order to provide civic
education to all civic education programmes must be supported by the government and the
government must commit resources to it.

The goals of civic education

Educators around the world are unanimous that the goals of civic education be preparation for
participation in a democratic society. In Pakistan there is no such unanimity. There are many
civic educators who like their counterparts in the rest of the world believe that the goal of
civic education in Pakistan should be preparation for democratic life. There is another group
who believes that the goal of education in general and civic education is not to foster
democracy but to produce good, practicing Muslims. At present there is a struggle between
these two forces which is reflected in the heated debates about the goals of education in
general and civic education in particular. Civic education experts accepted the fact that in
such a diverse society like Pakistan, different groups have different visions of and goals for
civic education. They wondered as to how the space could be created for discussion on issues
and negotiation for coming to a consensus on the vision, goals and strategies for civic
education.

The national civic education experts found the existing vision and goals of education in
general and civic education in particular to be very narrow, limited to facilitating young
people to obtain gainful employment and become good, practicing Muslims. They proposed a
vision based on a philosophy of humanism and underpinned by a human rights framework.
They suggested that the goals of civic education be the promotion of a democratic and
pluralistic society and preparation of young people as informed, responsible and participatory
citizens.

Civic education experts were unanimous in their belief that civic education is vitally
important to the development of Pakistan as a democratic society. They suggested that civic
education be a separate subject in the school curriculum. Less idealistic participants pointed
to the difficulty of obtaining this curricula change and suggested civic education be designed
as a co-curricular activity. They felt we had to find innovative ways to educate adults and
out-of-school young people for citizenship. University professors suggested the setting up of
departments of civic education in universities to develop the knowledge base and provide the
expertise required in both the formal and informal education sectors.

When it came to identification of the strategies to achieve the goals, there was clearly a
division between CSOs working in the formal education system and the more activist-
oriented CSOs. The former believed the best way to attain the goal was through character
education, life skills education and developing a civic sense while the latter believed that the
goal could be obtained through teaching young people inquiry, critical thinking and
communication skills and giving them the opportunity to act as informed, responsible and
active citizens in their schools and local community.

10
Civic education experts also suggested the setting up of a civic education network the goals
of which would be to improve the status, the quality and outcomes of civic education in
Pakistan. The network would provide CSOs working in the field of civic education an
opportunity to share experiences, support each others efforts and facilitate nation-wide
research on important issues and problems and identification of strategies to address the
problems and issues.

Work being done in civic education in Pakistan

Civic education is integrated into the social studies/Pakistan studies and is taught in schools
from grades four to fourteen. In Pakistani schools and colleges great stress is laid on science
and technology and little value is ascribed to the social sciences and the humanities and thus
to civic education which is a part of the social sciences. Little time is allocated on the
timetable for civic education in comparison to science and math. Moreover, there is a
commonly held belief among educators that the social sciences do not require conceptual
understanding therefore it can be learnt by rote and anyone can teach it. Even less importance
is given to civic education in universities. Universities have a number of departments
(women/gender studies, political science, journalism/media studies) that are related to the
field of civic education. However, teaching in most of these departments is focused on
knowledge acquisition rather than understanding of key concepts and issues in society. The
exception in most cases is the women/gender studies departments that are relatively new and
the curriculum of which includes the study of women/gender issues in Pakistan.

In addition to the delivery of civic education in the formal education system, there are a very
large number of CSOs providing civic education through the work they do with different
groups of people across the country. Most of the work has and is being done with
marginalized groups especially children (child labourers, juvenile offenders, abused
children), women (rural poor, victims of discriminatory laws and practices) and minority
groups. Changing national and local conditions such as the increase in the number of seats
and the reinstatement of reserved seats for women in the National Assembly, the
institutionalisation of local government in Pakistan in 2000, and the fact that parliamentarians
(national, provincial) and members of local government are not well prepared for their role
had resulted in many CSOs working to educate legislators in general and women legislators
in particular with the intention of building and strengthening democratic institutions in
Pakistan. CSOs provide civic education while providing services (education, health,
microfinance). They also provide opportunities for citizens to become members or volunteer
in activities they undertake. Studies undertaken by CSOs on different issues make
information available to citizens that they can use individually or in groups to redress similar
issues. They also serve to promote and practise human rights, promote peace and harmony
between different groups in society and advocate for change in discriminatory laws and
practices and for framing of laws based on human rights.

The differing content of civic education

Civic educators around the world largely agree about what should be a part of civic
education. Often, however, the choice of content and the way it is taught undermines the
results to be achieved.

There have been numerous critiques of the content of the national curriculum for civic
education and social studies textbooks used to deliver the civic education curriculum
(Ahmad, 2004; Ali, 1986; Aziz, 1992; Dean, 2000, 2005; Future Youth Group, 2003; Nayyar

11
and Salim, 2004; Rehman, 1999; Saigol, 1993, 1994). These critiques show that the existing
knowledge base of the social sciences is not utilized in curriculum development instead a
narrow body of instructional content is selected to serve ideological ends. Furthermore, while
there is a complete absence of skills, the curricula is saturated with Islamic and moral values.

The above studies have also noted that in social studies/Pakistan studies textbooks facts are
selected and carefully woven into narratives that provide a particular view of the struggle for,
creation, existence and future of the Pakistani nation. Moreover, textbooks through their
inclusions and exclusions teach that Islam and Pakistan are synonymous and only Muslims
are Pakistanis; democracy is rule by the people, since there are too many people to rule the
people elect representatives to rule them; and Pakistan is a social welfare state, the
government ensures the welfare of all citizens therefore, there is no need for citizen agency.
Textbooks promote a militarised state through glorification of war, discussion of specific
battles and eulogizing military heroes; entrench biases against women, other nations,
religions and people with disability; and promote virtues of piety, obedience and sense of
duty but not the virtues of justice, equality and diversity. Furthermore, the nature of tests and
examinations require student to restate textbook facts thus they promote rote memorization
and ensure students learn the textbook content and messages.

In contrast to the content of the national curriculum, the content of the curriculum used by
CSOs is much more appropriate to civic education aimed at creating citizens for a democratic
and pluralistic society. The curriculum includes the constitution of Pakistan, the many human
rights documents (UDHR, CRC, CEDAW), content regarding issues and problems that is
based on both national and international research, the use of tools and techniques to assess the
state of democracy in Pakistan and violation of human rights, and strategies to enhance social
and political participation, advocate for making effective public policy and change in
discriminatory laws and practices. Key messages are: Pakistan is a democratic country, all
citizens have equal rights, free and fair elections and the rule of law are key attributes of a
democracy, parliamentarians are representative of the people and must be responsive to their
needs rather than see themselves as working for the government; children are individuals
with rights, children must be protected by the government and community so as to enable
them to enjoy their childhood, children are active agents of social change; men and women
are equal, women must use the legal system to advance rights, women are agents of change in
the community; people must organize themselves to pressure government to make effective
public policies, and change existing unjust laws (hudood, blasphemy).

The civic education experts eschewed the existing limited, biased and ideologically
influenced content of the present national curriculum and the messages conveyed by the
textbooks used in schools and proposed that the content and messages already being
promoted by the CSOs be included. Civic education they felt must educate young people in
all domains: knowledge, skills and values. Co curricular activities must provide opportunities
for engagement in citizenship through active participation in school and the local community.
Some civic educators held a more passive view of civic education and did not feel that
provision of opportunities for active participation in the local community should be a part of
civic education. Members of some CSOs pointed out that they were already working with
schools to provide young people these opportunities while others were providing materials to
support these endeavours, albeit much more needs to be done.

12
The Transmission Model of Civic Education
The teaching of civic education in schools in most parts of the world has been critiqued for
being textbook bound. Kickbusch (1987) claims that such instruction…is oriented towards
the acquisition of unproblematic knowledge and passive acceptance of social
institutions…Critics…have faulted this approach to citizenship education…for its passive,
classroom-based processes (p.174). In most Pakistani classrooms teachers have to use the
government prescribed textbook and ensure students learn it so that they are successful in the
examinations. The authority of the teacher and the textbook is reinforced by the use of the
lecture method in which teachers “deposit” textbook facts into students (Freire, 1970) and by
teachers maintaining strict discipline in the class. Students are not allowed to ask questions,
present ideas or speak to each other. Students who do, are scolded, deprived of rewards and
occasionally beaten. Following the lecture, teachers have students answer questions that
require regurgitation of textbook facts.

Teachers are reluctant to supplement the curriculum with activities that would teach students
to ask questions, think critically and develop problem-solving skills or to conduct
independent inquiries on issues and take responsible action as students would only be tested
on the factual material in the textbook. The high stake value of, end-of-the-year and school
leaving examinations have resulted in teaching and learning in schools being geared solely
towards helping students memorize facts to pass the examinations (Dean, 2000, 2005;
Hoodbhoy, 1998)

Co-curricular activities also provide opportunities for citizenship education. In Pakistan, most
schools generally celebrate national and international days and Muslim religious festivals and
have students participate in interschool competitions such as science fairs, debates and sports
competitions. The potential for citizenship education is limited because preparation for these
events are not a regular feature of teaching and learning and only a few able students are
chosen to participate. A few schools have Girls Guides/Boys Scouts and school clubs which
provide better opportunities for civic education as they are open to all students and require
long-term commitment.

Kizilbash (1986) claims that, “The existing teaching practice is contributing to the
socialization of obedient, passive citizens who lack critical thinking, questioning, decision-
making and problem solving skills, who are closed minded followers rather than responsible
and independent citizens”. The State of Education in Pakistan report prepared by the Social
Policy and Development Centre for the year 2002-2003 indicates that not much has changed
in the last twenty years. It states, “Instead of being able to acknowledge diversity in points of
views, they (students) are likely to look at the world in oversimplified, uncritical, ‘black and
white’ and ‘us versus them’ terms and develop single dimensional, exclusivist mindsets”
(p.168).

CSOs use both the transmission as well as active-participatory teaching methodologies in the
many awareness raising and training programmes they conduct. Most of these programmes
are offered for short durations - a day to a week. They are good for raising awareness but
generally fail to provide participants the knowledge and skills needed for informed and
responsible citizenship. Another very common method of raising mass awareness is through a
large variety of publications in Urdu and English (also Sindhi in Sindh), through press reports
and more recently through talk shows in the electronic media. Less common is the use of
non-traditional strategies such as the theatre and the internet. In case of theatre, traditional
approaches are being eschewed for more participatory methods. In some cases the spectators

13
are involved in animated discussions following a theatrical performance, while in others the
spectators become spectators re-enacting scenes depicting alternative ways they think a
problem could be solved or an issue addressed. The internet is being used more and more for
information dissemination, its potential for facilitating political empowerment and
netactivism is yet to be explored.

Like educators around the world civic education experts in Pakistan think civic education in
schools should be conducted in more democratic environments, teachers should use
pedagogies that provide students the opportunity to engage in knowledge and issue-based
inquiries, discuss and debate, work together in small groups and encourage students active
participation in addressing problems and issues in the school and the local community. CSOs
delivering civic education in the informal sector have a formidable task ahead of them. With
the expansion in the print and electronic media, CSOs were quick to recognize the potential
of the media to educate the general public about the issues facing Pakistani society and to
encourage them to become actively involved in addressing them. They have recognized that
they will first have to educate the media if it is to play this role effectively. CSOs could then
provide more sustained educational opportunities for selected groups. Civic education experts
felt that CSOs must also use more innovative strategies to realize the goals of civic education.

Teacher Education
Many educators believe that the limited subject matter and uninspired treatment in civics
texts might not matter if teachers used a rich array of other resources and used active-
participatory pedagogies (Cotton, 2001). This belief holds teachers to be autonomous,
independent individuals who given the necessary knowledge and skills, can fulfil their
desires. What is minimized in this perspective is the fact that desires are limited by one's
capacities and by structures of school and society (Corrigan, 1990).

In Pakistan the quality of teacher training is generally so poor that research shows that
teachers have no affect on the education provided to children (Bregman & Mohammad, 1998;
Kizilbash, 1998; Warwick and Reimers, 1995). Teachers who have been trained to use
resources other than the textbook and more active-participatory pedagogies find it difficult to
use them successfully without follow-up support. Furthermore, institutional imperatives of
completing the syllabus and preparing students for examinations further constrain their
efforts (Dean, 2000).

Given the above scenario it came as no surprise when civic education experts complained of
the difficulty in finding highly knowledgeable, motivated and committed teachers. They felt
that if the quality of civic education in both the formal and informal education sector is to be
improved than the quality of teacher education needs to be improved and specialist training
provided to civic education teachers. They suggested that civic education should become a
part of both pre-service and in-service teacher training. In order for teachers to be trained it
was imperative that teacher educators in colleges of education be trained. They also
suggested that civic education departments be setup in universities.

Successes and Challenges

CSOs working in the formal education sector felt that they had been successful in broadening
the understanding and practice of civic education among teachers and students of both
government and private schools. They had provided teachers and students opportunities to
study and identify ways to address issues in the local community and to share these with
concerned authorities for implementation. Universities are hoping their work will have long-

14
term impact, the only immediate impact of their work is the employment of graduates. CSOs
working with marginalized groups feel that they have had some success. The greatest impact
seems to have been made with women and children. They felt women are more
knowledgeable about their rights and they are more willing to stand up for their rights. CSOs
shared examples of women demanding an equal share to property, participating in decision-
making meeting with men and the passage of the Women's Protection Bill in 2006. Children
and those who work with and for them are more aware of their rights. CSOs efforts on behalf
of children has resulted in greater protection of juvenile offenders, decrease in exploitation
and abuse, and the passage of the Employment of Children's Act 1991. While Pakistani
society may appear globally as highly intolerant CSOs described situations where tolerance is
the norm in villages across Pakistan.

CSOs face a number of challenges. They expressed tremendous concern about how to
develop a civic education programme and teach civic education in a diverse society. They
expressed concerns about being partisan and prescriptive. They raised questions regarding
content and strategies. They wondered should controversial issues be included? If yes, how to
teach them? Should young people be engaged in advocacy and actions for change? What
direction to take in dealing with diversity?

With respect to civic education in schools concerns were expressed about the many
constraining factors: the goals of the curriculum and content of textbooks, the status of civic
education, the authoritarian nature of Pakistani schools and classrooms, the little time
allocated to civic education on the timetable, the focus on transmission of knowledge and the
stress on rote learning to pass examinations. At universities professors found it very difficult
to get students to ask questions, challenge the taken-for-granted and to relate theory to
practise especially when it challenged deeply held personal beliefs or societal norms.

A major challenge for CSOs working in the field of civic education is the perception of the
general public about CSOs. CSOs are often perceived as agents of the west, whose goals are
to westernize and liberalize Pakistani society.

Another major challenge is the lack of human and material resources. There is a dearth of
civic education teachers for all levels of the formal education system. In addition, it is
difficult to find expertise in fields such as human rights and democracy. One of the key
challenges CSOs face in providing civic education to various groups and the general public is
that of funding. As the government does not provide funding, CSOs have to seek funding
from donors. Often because of the lack of funds the number and/or duration of programmes
have to be cut short, they are unable to provide adequate materials like books and manuals to
those they work with and cannot travel to areas to work with the most disadvantaged groups.
The lack of resources that they can draw on in the national and regional languages is another
challenge. Materials are often not available at all or available only in English.

SECTION 5: RECOMMENDATIONS FOR AKF

Beneficiaries of Civic Education

The civic education experts were of the view that the beneficiaries of civic education should
be young people both in and out of school. Although young people do receive civic education
as part of their school education, the authoritarian structure of Pakistani schools, the content
and quality of civic education does not prepare them to play an active and responsible role in
a democratic society. In schools students should be given the opportunity not only to learn

15
about but to experience democracy. Schools and classrooms must reflect the democratic
society to be created (Apple and Beane, 1995, 1999). School councils, school clubs,
community service and other forms of student involvement that genuinely engage students in
problem solving and decision making must be structured into school life. Schools could both
draw on and support the efforts of civil society organizations to provide the opportunities for
young people to experience and work towards creating a democratic society.

A large proportion of young Pakistanis do not go through the formal education system. While
Pakistan is making concerted efforts to enrol all school-age children in school, it has not been
able to stem the large number of drop-outs. Even to this day fifty percent of children enrolled
in school will drop out by the time their reach class five. This group of young people have
often not spent enough time in school to become beneficiaries of any formal civic education
as its provision only begins in class four. A number of CSOs are working to educate these
young people, they provide some civic education as they teach them to read and write, while
others provide civic education when they work with various disadvantaged groups. Civic
education experts all acknowledge that much more has to be done to provide quality civic
education to this large group of people.

Civic education experts working in both the formal and informal education sectors believe
teachers are essential to the provision of quality civic education. They believe teachers must
receive specialist training as part of both pre-service and in-service teacher education.
Teacher education programmes must help teachers develop knowledge and understanding of
the key concepts, learn to use active-participatory pedagogies and organize school councils
and community service learning projects. Teacher education programmes must include
support for teachers as they use their learning in real classrooms and provide opportunities for
young people to learn to be citizens through active involvement in their schools and local
communities. Civic education experts acknowledged that some teacher education institutions
were already preparing teachers to educate for citizenship but noted that there is an urgent
need for quality teacher education on a mass scale. The need to educate teacher educators to
meet this need was expressed.

In addition to teacher education, civic education experts observed that the media plays an
important role in influencing the perception of the general public on societal issues and
problems, shaping political attitudes and influencing electoral choices and therefore has the
potential to contribute significantly to the provision of civic education. They highlighted the
importance of an independent, neutral, pluralist and socially responsible media for the
provision of civic education. For the media to play its civic education role effectively the staff
of media organizations will have to be provided specialist training in learning to develop
and/or produce civic education programmes and messages. Because of the literacy levels and
communication infrastructure in Pakistan it is important to identify and support efforts to
communicate with those who are not literate and use media channels that are most accessible
to them.

Another group that civic education experts felt required civic education was members of the
civil bureaucracy. It was felt that civil bureaucrats played a key role in policy development,
implementation and review. All civil bureaucrats receive training prior to taking up positions
in the various ministries and departments, it was suggested that a civic education component
be added to this training programme.

16
It is recommended that AKF facilitate the development and provision of civic education
programmes to young people both in and out of schools, to teachers in both the formal and
informal education sectors, to the media and to the civil bureaucracy.

Strategies to Provide Quality Civic Education

Change the national curriculum

CSOs were unanimous in the need for a national civic education curriculum based on a
human rights framework. The experts hoped that the new curriculum and textbooks would be
designed to address the limitations research has shown exist in the previous ones. They felt it
is imperative that textbooks content be factually correct and unbiased, include substantial
knowledge about democracy, citizenship rights and responsibilities, and socio-political
issues, foster inquiry, critical thinking and decision making, promote values of social justice,
equality and diversity and encourage informed and responsible actions to address problems
and issues in the society. Civic education experts were of the view that curriculum and
textbook writers be educated in both the key concepts of civic education and curriculum and
textbook writing to meet civic education goals.

Materials Development
Civic education experts identified the lack of curriculum resources to support civic education
as one of the key challenges to delivering quality civic education programmes in Pakistan. As
already mentioned, the present textbooks are not suitable nor are there many supplementary
materials designed for use in schools. The research indicated that CSOs have published
materials on various themes, in a variety of media, most of which are in English. Most of
these materials are a good source of factual information, critical analysis on a number of
issues of importance to Pakistan and suggestions for action to address them. Unfortunately
most of these materials are not suitable for use with young people or with adults who have
not received quality education. Some materials could be used as supplementary materials in
schools where the medium of instruction is English and could be translated into the national
and regional languages for use in Urdu and Sindhi medium schools. In most cases these
materials will require instructions for teachers on how to use the material in their civic
education classrooms.

It is recommended that AKF support the development of teaching and learning materials for
all the beneficiaries identified above. That the materials produced be of various kinds, be
produced in various media and be published in Urdu, English and some regional languages. It
is also recommended that AKF support a resource centre where copies of these materials
could be housed and the development of a website so as to facilitate access to the materials
nationally and globally.

Build Partnerships between CSOs and Schools

Civic education requires acquisition of knowledge and understanding of key concepts and
opportunities to engage in active citizenship. Most often the civic education provided to
young people is limited to the former. There are many CSOs working to address a variety of
problems and issues in local communities around Pakistan they often lack personnel for
important activities. School-CSOs partnerships should benefit both partners. It would
facilitate schools in broadening their civic education curriculum by providing young people
opportunities to study about and engage in efforts to address problems in the local community
that CSOs are already working on. Young people could facilitate the work of CSOs by

17
engaging in inquiry on problems in the community, document the community's efforts to
address the problem and identify strategies or develop campaigns to advocate for systemic
change. The partnership between schools and CSOs would, in addition to, serving to facilitate
the delivery of quality civic education would also provide opportunities for young people
from different socio-economic backgrounds to interact with each other, for developing closer
school-community relationships, and for joint actions aimed at developing a more peaceful
and democratic society.

It is recommended that AKF commission studies of already existing partnerships between

schools and CSOs. In addition, AKF which is a part of the AKDN begin to develop
partnerships between its member organizations and schools and study the development
processes and outcomes of the partnerships. The findings from these studies could be used to
develop new partnerships and strengthen existing partnerships between CSOs and schools.

Research for an indigenous knowledge base

Little theoretical and empirical work has been done in the area of civic education in Pakistan.
Much more work needs to be done to develop a indigenous knowledge base which can be
drawn on for design of a civic education programme and strategies to deliver it.

It is recommended that AKF support both theoretical and empirical research on civic
education in Pakistan.

Creation of a Civic Education Network

Networks are ways to create links between groups or organizations in order to work on a
common interest or to achieve a common goal. Civic education experts proposed the
formation of a civic education network to serve as a forum where CSOs could share their
ideas, discuss issues/challenges and decide on the best ways to promote civic education in
Pakistan. In addition, the network would serve as a platform from which to advocate for
improving the status of civic education in Pakistan. Furthermore, while all CSOs could point
to the impact they have had in raising awareness and building capacity, they acknowledged
this was confined to relatively small groups of people. The civic education network they felt
would provide a wider scope and would therefore likely have a greater impact.

It is recommended that AKF support the creation of a Civic Education Network.

18
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Appendix I

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(2), pp. 168-183

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pp. 1-35.

Future Youth Group (2003). Ideas on Democracy, Freedom and Peace in Textbooks.
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Torney-Purta, J. et al (1999). Civic Education Across Countries: Twenty-four National Case

Studies from the IEA Civil Education Project. Amsterdam: IEA.

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Dean, B.L. (2004). Citizenship and Citizenship Education. Ottawa: Canadian Bureau for
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23
Appendix II
AGA KHAN UNIVERSITY-INSTITUTE FOR EDUCATIONAL DEVELOPMENT (AKU-IED)
MAPPING CIVIC EDUCATION INITIATIVES IN PAKISTAN
Name of the Organization:

Category: CBO □ NGO □ Regional NGO □ International NGO □ Educational Institution □ Govt. F □ Govt. P □
Address: (Head Office)

Telephone#: Fax#: Email: Website:

Outreach District □ Provincial □ National □ Regional □ International □

Head of the Organization:

Person Responsible for Civic Education Programme:

Aims and Objectives of the Organization (general):

Area of work (general):

Aims and Objectives of the Organization (specific to civic education):

24
Area of work (specific to civic education) (last three years):

Organizational work with respect to civic education:

Awareness raising/Advocacy Geographical Target group Start and end Successes Challenges Supporting
(Type of activity) Coverage date Agency

Materials Focus Target group Language No. of Copies Successes Challenges Supporting
Development Agency

Leaflets

Calendars

Book/Booklets

Posters

CDs

Others

25
 Training Focus Target Language No. of Start and Successes Challenges Supporting
Programmes group Participants End Date Agency

Courses

Workshops

Seminars

Others

Research Focus Language Target group Successes Challenges Supporting

publications & Agency
dissemination
Book

Articles (journal,
newspaper)
Research reports

Paper presentations

26
Service delivery (type Focus Target No. of Methodology Start and Successes Challenges Supporting
of activity) group people end date Agency

Successes:

Challenges:

Strategies employed and proposed to address them:

27
Appendix III

List of Organizations involved in Civic Education

Name Of NGO Geographical Area Scope
1. Centre for Peace and Civil Society (CPCS) 1. Hyderabad 1. District level
2. Human Rights Education Programme (HREP), Children’s 2. Karachi 2. National level
Museum for Peace and Human Rights (CMPHR)
3. Pirbhat Women’s Development Society (PWDS) 3. Shahdad kot 3. District level
4. SPARC: Society for the protection and promotion of child rights 4. Lahore 4. National level
5. Center for Civic Education Pakistan (CCEP) 5. Islamabad 5. National level
6. Peace Education and Development (PEAD) 6. Islamabad 6. National level
7. Idara-e-Taleem –o- Aagahi (ITA) 7. Lahore 7. District level
8. CPEA-UNICEF (collaborating with provincial government-Social 8. Lahore 8. National level
welfare department)
9. Department of Political Science-University of Karachi 9. Karachi 9. National level
10. Women Resource and Research Centre-Fatima Jinnah Women 10. Islamabad 10. National level
University
11. Allama Iqbal Open University (AIOU) 11. Islamabad 11. National level
12. Gender Studies Department- University of Peshawar 12. Peshawar 12. National level
13. Political Science Department- Lahore College for Women 13. Lahore 13. National level
14. Strengthening Participatory Organization (SPO) 14. Hyderabad 14. National level
15. Sindh Development Society (SDS) 15. Hyderabad 15. District level
16. Green Rural Development organization (GRDOVSK) 16. Hyderabad 16. District level
17. Center for peace and development initiatives (CPDI) 17. Islamabad 17. National level
18. Community Development Foundation (CDF) 18. Jacobabad 18. District level
19. Shirkat Gah: Women’s Resource Center 19. Karachi 19. District level
20. Pakistan Institute of Legislation Development and Transparency 20. Lahore 20. District level
(PILDAT)
21. National Commission for Justice and Peace (NCJP) 21. Lahore 21. National level
22. UKS-A Research, Resource & Publication Centre on Women & Media 22. Islamabad 22. National level
23. Human Rights Commission Pakistan
24. Interactive Resource theatre Center 23. Lahore 23. National level
25. AGHS and Legal Aid (Child Rights Unit) 24. Lahore 24. National level
26. AURAT Publications and Information Service 25. Lahore 25. District level
27. NGOs Coalition on Child Rights (NCCR) 26. Karachi 26. National level
28. Directorate General of Social Welfare Women Development: 27. Karachi 27. Provisional
28
 women political school project (funded by UNDP- government) 28. Lahore 28. National level
29. Society for Human Rights and Prisoners Aid (SHARP) 29. . Islamabad 29. National level
30. Fazaldad Human Rights initiatives 30. Lahore 30. District level
31. University of Punjab 31. Lahore 31. District level
32. Asia Foundation 32. Islamabad 32. National Level
33. Indus Women Development Organization 33. Hyderabad 33. District Level
34. Murk Advocacy and Development Society 34. Hyderabad 34. National Level
35. Shaheed Shah Nawaz Khan Memorial Social Welfare Association 35. Jacobabad 35. District Level
(SNMSWA)
36. Goth Sudhar Sangat Aghmani (GSSA) 36. Dadu 36. District
37. Peace Education & Development (PED) 37. Islamabad 37. National Level
38. The Researchers 38. Islamabad 38. ssss
39. Insaan Foundation 39. Lahore 39. National
40. South Asia Partnership Pakistan (SAP-PK) 40. Lahore 40. National
41. Civic Awareness Promotion Society (CAPS) 41. Peshawar 41. Provincial
42. Tammer Resource Centre 42. Jacobabad 42. ssss
43. HWA Foundation 43. Ghotki 43. ssss
44. Social Democracy Institute Pakistan 44. Gujrat 44. kkkk
45. Alliance for Bight Citizens 45. Lahore 45. National level
46. War Against Child Labour 46. fff 46. kkk
47. Pakistan Council for Human Rights 47. Lahore 47. ffff
48. Organization for Peace and Development 48. Lahore 48. ddd
49. Aaagahi 49. Multan 49. sss
50. ALif Laila Book Bus Society (ALBBS)] 50. Peshawar 50. sss
51. National Research and Development Foundation (NRDF) 51. Peshawar 51. vv
52. Institute for Development Studies and Practices (IDSP) 52. Quetta 52. National
53. International Foundation for Electoral System 53. sssj 53. sss
54. Innovate Development Organization 54. Quetta 54. National level
55. Centre for peace Development (CPD) 55. Quetta 55. National level
56. Baluchistan Association of Girls Guides 56. Quetta 56. International
57. Baluchistan Association of Boys Scouts 57. Quetta 57. International
58. Institute for Development and Human Rights 58. Quetta 58. Regional
59. Sardar Bahadur Khan Women’s University- Sociology Department 59. Quetta 59. Provincial
60. Society for community support for primary education in Balouchistan 60. Quetta 60. Provincial
61. Taraqee Foundation 61. Quetta 61. Provincial
62. Pakistan Fisher Folk 62. Karachi 62. Provincial

29
63. Political Science Department University of Balouchistan 63. Quetta 63. Provincial
________________________________________________________ ___________________ _________________
1. Joint Educational Advisor, Curriculum Wing, Ministry of Education,
Islamabad
2. National Institute of Management, Karachi
3. Notre Dame Institute of Education, Karachi
4. Minister of State for Education, Islamabad
5. Civil Secretariat, Government of Punjab, Sindh
6. Bureau of Curriculum, Government of Sindh, Jamshoro

30
Appendix IV

List of the Invitees to the Workshop

Professor Rafia Shaikh Mr. Quindeel Shujaat
Dean Faculty of Social Science Director, Society for the protection for the rights
University of Sindh, Allama I.I Kazi Campus, of the child (SPARC)
Jamshoro, Sindh #151-B, Street 37, F-10/1, Islamabad

Professor Talat Zehra Naqvi Mr. Irshad Waheed

Government of College of Education Assistant Director (CW)
F.B. Area, Block 15, Karachi CPEA-UNICEF (Collaborating with provincial
government)
41 Empress Road, Lahore

Ms. Hina Jilani Mr. Zafarullah Khan

Director Executive Director
AGHS (Child Rights Unit) Center for Civic Education Pakistan (CCEP)
131-E/I, Gulberg-III, Lahore Street 10, House 7 F/7/3, Islamabad

Mr. Muhammad Waseem Ms. Anis Haroon

Executive Director Resident Director
Interactive Resource Centre Aurat Foundation
102-B, Nowab Town, Raiwind Road, Lahore D-3/1, Block 7, KDA Scheme 5
Clifton, Karachi

Mr. Ahmed Bilal Mehboob Mr. Peter Jacob

Executive Director National Commission for Justice and Peace
Pakistan Institute of Legislation Development (NCJP)
and Transparency (PILDAT) E-64/A, Street #8 Officer’s Colony,
#7 Avenue 9th F-8/1 Islamabad Walton Road, Lahore Cantt

Mr. Mukhtar Ahmed Ali Ms. Baela Raza Jamil

Center for Peace and Development Initiatives Chairperson
(CPDI) Idara-e-Taleem –o- Aagahi (ITA)
105, Park Towers, F-10/3, Islamabad 2nd Floor, Cricket House,
20 Jail Road, Lahore

Ms. Mehr Markar Mr. Zulfiqar Ali

Chief Coordinator Director
Shirkat Gah: Women’s Resource Centre Human Rights Education Programme
Flat# A-2, 2nd Floor, Parin Lodge Apartment 9-C/1 East Streets, Phase 1 DHA
Bath Island Road, Karachi Karachi

Ms. Sehr Tariq Mr. Arif Majeed

Asia Foundation Joint Educational Advisor
No. 38, Khayaban-e-Iqbal Curriculum Wing, Ministry of Education
F-7/3, Islamabad H9 Sector, Islamabad

Dr. Mehmood Ali Shah Ms. Rubina Khilji

Head of Department Political Science Department of Gender Studies
Balochistan University University of Peshawar
Sairab Road, Quetta Peshawar

31
Dr. Tanveer Khalid Ms. Rukhsana Hassan
Department of Political Science Women Resource and Research Centre
University of Karachi Fatima Jinnah Women University
Karachi The Mall, Rawalpindi

Ms. Nayyar Masood Mr. Harris Khalique

Political Science Department Chief Executive
Lahore College for Women University Strengthening Participatory Organization (SPO)
Jail Road, Lahore H-4 to 9, Street 11, F-10/2
Islamabad-44000

Ms. Anisa Zeb Tahirkheli Mr. K.A. Gillani

Minister of State for Education Civil Secretariat
Pak. Secretariat, Block D Government of Punjab
Islamabad Lahore

Mr. A.L. Siddiqui Ms. Rubina Chandio

Bureau of Curriculum Women's Development Society
Government of Sindh Shdad Kot Pirbhat
Jamshoro Near Girls College Shahdad Kot
Sindh

Mr. Abdul Gaffar Malik Ms. Rakshanda Ovais

Sindh Development Society (SDS) M.Ed. Class of 2007
Flat# B-49, Bhittai Nagar Karachi
Post Box# 338, Hyderabad

Ms. Ameena Saiyid Professor M. Ismail

Managing Director Chairman
Oxford University Press NGOs Coalition on Child Rights (NCCR)
Karachi Street A/14, Itthad Colony
Peshawar City

Mr. Naeem Sarfaraz Mrs. Seemi Waheed

Chairman Deputy Director (ACAD)
Fazaldad Human Rights Institute National Mangement College
15-A, Street 21 (FormerPakistan Administrative Staff College)
Sector F-7/2 Islamabad Shahrah--Quaid-i-Azam, Lahore

Major General (Retd) Khalid Naeem Ms. Sarwat Shah

Director General
National Institute of Management
Gulshan-e-Iqbal, Block 11, Karachi
Society for the Protection for the Rights of the
Child (SPARC)
No.14, 4th Floor, 109-West, Sardar
Begum Plaza, Blue Area, P.O. Box 301
Islamabad

Mr. Salam Dharejo Mr. Amir Waheed

Society for the Protection for the Rights of the Coordinator (PCCWD)
Child (SPARC) Social Welfare Department
#304, 3rd Floor, Kashif Center, Shahrah-e-Faisal Block 79, Sindh Secretariat
Karachi Opp. MPA Hostel
Saddar, Karachi.

32
Mr. Amir Waheed Mr. Amir Waheed
Coordinator (PCCWD) Coordinator (PCCWD)
Social Welfare Department Social Welfare Department
Block 79, Sindh Secretariat Block 79, Sindh Secretariat
Opp. MPA Hostel Opp. MPA Hostel
Saddar, Karachi. Saddar, Karachi.

Sr. Margaret Madden Mr. Zafarullah Khan

Director Executive Director
Notre Dame Institute of Education Center for Civic Education Pakistan (CCEP)
Ahmed Munir Shaheed Road, Street 10, House 7 F/7/3, Islamabad
Karachi-74400

Dr. Rubina Ali, Mr. Nasurallah

Deputy Chief Executive, Centre for Peace and Development
Taraquee Foundation 7-C, Kabir Building MA Jinnah Road
House No. 3, Arbab Town, New Samungli Housing Quetta Cantt-Pakistan
Scheme
Quetta

33
Appendix V

National Workshop
On
“Designing a Civic Education Programme for Pakistan”
July 31, 2007
Aga Khan University-Institute for Educational Development (AKU-IED)

Workshop Plan

Responsible
Activities
Persons
Session: 1 (9:00 – 11.00 AM)
1. Welcome Speech MM
2. Introduction of Workshop and CRRP Team RJ/UL
3. Introduction of participants
4. Small group work to explore workshop participants understanding of
citizenship and citizenship education
5. Sharing of work in small groups and summary
Tea Break (11.00 AM - 11: 30 AM)
Session: 2: (11:30 AM - 1: 30 PM) BD/SS
1. Presentation of key findings from the review of the literature and
mapping of civic education initiatives of CSOs
2. Discussion of key findings

Lunch Break and Materials Display (1:30 – 2:30 PM)

Session 3: (2.30 – 3:30 PM) All CRRP
1. Small group work to suggest the main beneficiaries of the civic Team
education programme to be developed as well as the content and members
strategies for delivering a quality civic education programme
Tea Break (3:30 - 4: 00 PM)
Session 4: (4:00 – 5:00 PM) KP/CF/BD
1. Small Group Presentations
2. Summary of presentations
3. Brief conclusion of the day’s deliberations
4. Vote of thanks

34