The public sector schools in Pakistan are in deplorable state: there is dearth of teachers and furniture; classrooms are devoid of multimedia and other teaching resources; and where teachers are present, they are not well trained; and in the remote parts of the country there are ghost schools and teachers. A majority of citizens enrol their children in such schools, while the few but powerful elite of society, enrol their children in expensive, private English medium schools. As compared to English medium private schools, schooling in public sector is less expensive.

In Pakistan, there is another system of education called madrassah (religious schools) education, specifically meant for the have-nots who cannot even afford public sector schooling for their children. Most of the madrassahs offer free of cost education and also provide accommodations, food and shelter to the students (Coleman 2010). A few madrassahs even give pocket money and clothing to the students on special events. These madrassahsare, therefore, believed to be a boon for the underprivileged class of society (Coleman 2010 and Rahman 2004).

In public sector schools, syllabus designed by the official text book boards is taught. Rumi (2011) and Rahman (2004) observe that in these textbooks there is subtle and at times even brazen glorification of war and anti Hindu remarks. Having been exposed to such text books, the students tend to be intolerant of non-Muslim minorities, Hindus and Christians.
In the madrassahs, the taught syllabus is known as Dars-i-Nizami. The text books of Dars-i-Nizami are in Arabic and Persian, which are translated and explained by madrassah teachers. The books written in Arabic and Persian are still used because they are considered symbols of continuity and preservation of Islamic identity. The basic curriculum dates back to the 11th century with slight subsequent revisions. Every incumbent government being fearful of religious forces avoided taking stand on revising the syllabus. Resultantly the succeeding administration quietly let young minds be molded by militants (Hoodbhoy 2008).
Some of the madrassahs teach modern and secular subjects such as English, Mathematics, Pakistan Studies, General Science and computer skills. The appointment of teachers is made by the Ulema (religious scholars). Therefore, potential of secularisation of the subjects, which is already small, becomes almost nil (Rahman 2004). According to the 2002 report of International Crises Group (ICG), the Musharraf government which promoted the slogan of ‘enlightened moderation’, also pledged to change and revise madrassahs’ education and bring it at par with the formal education system, but these pledges were not  backed by decisive plans followed by actions.

In order to understand the overall scenario of the education system, this paper, apart from discussing the syllabi of government schools and madrassahs, will examine the teaching practices in the public sector schools and madrassahs of Sindh province and suggest measures to revamp the syllabus and impart trainings to the teachers in order to disseminate the message of religious tolerance, respect and peace.

Data of the paper includes the prescribed textbooks of Pakistan Studies and Islamiat from class eight to intermediate published by the Sindh textbook board and the major books being taught in the leading madrassahs of Sindh. The views of teachers from madrassahs in Dadu, Hyderabad and Jamshoro districts are also part of this research. The opinion of minorities, mostly living in the Tharparkar and Umerkot districts, will also be incorporated in the paper.

This study concludes that in order to create religious harmony, madrassah teachers should be trained to avoid giving conflicting messages in classes which may spark religious or ethnic unrest in society. Besides, there should be proper registration of the madrassahs. One has to ensure that in the madrassahs there are adequate teaching resources and appropriate syllabus comprising comparative religion and that the books taught are authorised and designed by the government authorities. It is not only the responsibility of the government as well as NGOs, media and civil society to ensure that tolerance, religious harmony and brotherhood is taught in schools and madrassahs.

References:
Coleman, H. 2010, ‘Teaching and learning in Pakistan: The role of language in education’, The British Council, Islamabad, Pakistan, <http://www.britishcouncil.org/pakistan-ette-english-language-report.pdf> accessed 19 September 2011.

Hoodbhoy, P. 2008, ‘Pakistan’s educational system’, <http://wakeupfromyourslumber.com/blogs/kulakundalini> accessed 13 September 2011.

ICG 2002, ‘Pakistan: Madrassah, extremism and the Military, International Crises Group Asia report, <http://merln.ndu.edu/archive/icg/pakistanmadrasasextremismandthemilitary.pdf> accessed 13 September 2011.

Rahman, T. 2004, ‘Denizens of alien world: A survey of the education system of Pakistan’, <http://www.uoit.ca/sas/Articles/DAW.pdf> accessed 13 September 2011.