In Muslim-Majority Pakistan, Some Schools Now Have A Hindu Curriculum
A controversial educational program will be offered for some Hindu students in Pakistan, providing them with structured learning opportunities designed to support their academic development, but is it compatible with their faith?
Nationwide, more than 95% of residents are Muslim, and Islamic studies have been a regularly required course for most students at government-run schools. In some cases, religious minorities have been placed in a general ethics class, or if teachers were unavailable, an Islamic class. It was not uncommon for religious themes to appear in other subjects, too, like language and history.
Government leaders of the Sindh province in southeastern Pakistan introduced a Hindu curriculum to public schools for grades 3 to 5 starting in the 2026-2027 academic year. According to the Provincial Education Minister, this initiative will provide benefits to over 129,000 Hindu children who are enrolled in grades 3 to 5 in Sindh, especially in districts like Tharparkar and Umerkot, which have a significant population of Hindus.
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“We have taken a step that should have been implemented in the very early days after the creation of the country,” the education minister stated.
The Hindu population in Sindh is approximately 8.8% of the total provincial population in the 2023 Pakistani census. Despite their rich and distinct cultural heritage, for many years, Hindus have faced discrimination, particularly in the educational system.
Hindu students frequently encounter problems associated with the lack of representation of Hindus in the curriculum, as well as religious bias displayed by public school textbooks, causing many students to be alienated from their society and contributing to greater social division among people based on their religious beliefs.
Dr. Komal Shardha, 26, from Karachi, Pakistan, shared her journey of becoming a doctor, which was influenced by how she experienced being left out of her education as a child due to a curriculum that did not reflect her Hindu identity.
She remembered feeling isolated and confused when she was a child because what she was being taught in school did not represent her belief system and culture.
“People would make jokes about my religion and used to say ‘Allah is great, your god is not,’ and as a child you really don’t know how to respond when people say things like that to you. It put me in such a difficult place growing up,” she said.
She added: With only one official curriculum for students to learn from, if they don't want to learn or accept it, they have no choice but to learn it and accept it. You can't question it, and even if you don't agree, you don't have the opportunity to disagree."
Advocates said this lack of choice causes a loss of power for students and creates a huge risk for students to be vulnerable in a system that does not represent who they are.
Komal’s story is not unique. Many other people from the Hindu faith in Pakistan have endured similar hardships, including discrimination, being subjected to ridicule and feelings of exclusion because of their faith. She considers the government's decision a step in the right direction and more inclusive.
Experts said the ultimate success of the Sindh government’s decision hinges on effective implementation. The education sector in Pakistan has a history of poor policy implementation, as evidenced by various research studies that indicate a large discrepancy between policy development and implementation.
The majority of failed educational reforms were caused by the lack of institutional capacity, resources to implement them, political intervention and the lack of accountability systems, which have hindered the progress of educational reform.
Ram Oad, a prominent author and teacher in Umerkot, said that overall, this is a very positive move in promoting inclusivity by giving kids a space to learn about their own faith, but the success of this decision will depend on the implementation of this decision.
“If the content is not appropriate for the ages of the children, or if they are not able to absorb the content properly, there is a very real possibility that children will develop extreme views,” he said. “We really hope that it will promote an understanding of inclusive diversity and respect for one another.”
Despite this hope, he warned that in Pakistan, rarely sees policies properly executed.
“We are typically not consulted, and we have seen time and again that when religious institutions are involved in the consultation process, they will usually dominate the conversation and they tend to overlook very subtle points of interest while developing the curriculum,” he said.
Oad said we “won’t be able to ascertain the overall impact of the decision until the implementation has been fully executed and how each step along the way has fostered an inclusive educational environment.”
Komal said if this approach becomes practical and effective, then students will have the confidence to express their beliefs and their beliefs will be acknowledged and appreciated. She said she hopes it will create a welcoming environment where everybody feels safe in their classroom, and no one feels like they don't belong.
“When kids are raised in an inclusive manner and are not losing track of who they are,” she added. “They will take pride in their identity without feeling discriminated and have the potential to succeed. They will also not feel like a stranger in their own classroom.”
Jamaima Afridi is a dedicated freelance journalist from Pakistan who focuses on topics such as women's issues, religious freedom, climate change and refugees. Recognized nationally and internationally, she earned acclaim for her impactful storytelling, winning awards like the Lorenzo Natali Prize, #TFYoungJournalist and the Youth Impact Award for her contributions to human rights and religious freedom.