EU education funding in Pakistan raises concerns over religious content in schools

The European Union has been actively involved in funding education initiatives in Pakistan, with notable allocations aimed at improving the country’s educational landscape, writes Gary Cartwright. 

In 2022, the EU allocated €10 million to Sindh province to strengthen the implementation of provincial education policies. However, questions have been raised about the transparency and effectiveness of these funds, particularly concerning the potential use of EU taxpayer money to promote religious content in educational institutions.

Pakistan’s own report on the EU Multi-Annual Indicative Programme 2021-2027 acknowledges that the country is utilizing EU funds for education. Yet, there is no assurance that this financial support is not being directed toward Islamic madrassas, which have been a subject of international scrutiny for their role in religious indoctrination and, in some cases, alleged radicalization. 

The New York Times has recently highlighted concerns about madrassas, pointing to the presence of former madrassa students in leadership roles within groups such as the Taliban.

Adding to the concerns, reports have revealed that Pakistan’s Single National Curriculum (SNC) has introduced a significant amount of religious and Islamic content into various subjects, including Urdu, English, civic education, and history. These subjects are taught in state and other schools, exposing non-Muslim children to Islamic teachings. This has raised alarms about the potential for religious indoctrination in what are ostensibly secular subjects.

In light of these issues, Bert-Jan Ruissen MEP has tabled a question to the European Commission. He has sought clarity on the mechanisms the Commission has in place to monitor curricula for Islamic religious content that permeates general subjects in state schools. Ruissen’s inquiry also addresses what measures or sanctions the EU could employ if such practices were found to breach agreements signed with Pakistan.

Ruissen further questioned whether the European Commission intends to make public any violations of the agreements with Pakistan. His concern centres on safeguarding the rights of non-Muslim children in Pakistani schools, ensuring they are not subjected to any form of religious indoctrination. The broader issue of balancing the promotion of education with respect for religious and cultural diversity remains a critical challenge for international donors.

The integration of religious content into Pakistan’s SNC has sparked debates among educators, policymakers, and civil society groups within the country. While proponents argue that the curriculum aims to create a unified education system that bridges gaps between public, private, and religious schools, critics contend that it risks alienating non-Muslim students and undermining the principles of inclusivity and diversity.

The EU’s involvement in Pakistan’s education sector comes as part of broader efforts to support sustainable development and poverty alleviation. However, the lack of stringent oversight mechanisms has led to growing concerns among EU policymakers and taxpayers about the potential misuse of funds. Ensuring that these funds are used solely for secular and inclusive educational initiatives is paramount to maintaining the integrity of the EU’s development programs.

Radicalization in madrassas remains a contentious issue, with international organizations and media outlets frequently highlighting their role in fostering extremist ideologies. 

The EU’s financial contributions to Pakistan’s education system risk being scrutinized further if tangible steps are not taken to ensure transparency and accountability. This includes establishing robust monitoring systems to track how funds are utilized and ensuring compliance with international human rights standards.

For Pakistan, the challenge lies in balancing its cultural and religious identity with the need to provide inclusive education that respects the rights of all children, regardless of their faith. International scrutiny, coupled with internal pressures from minority communities and civil society organizations, underscores the urgency of addressing these concerns.

The European Commission’s response to Ruissen’s questions will be critical in shaping the future of EU-Pakistan educational cooperation. By addressing these concerns transparently and decisively, the EU can reinforce its commitment to promoting inclusive and equitable education while safeguarding the rights of vulnerable populations.

Ultimately, the situation underscores the complexities of international development funding in regions with diverse socio-political and cultural landscapes. As the EU continues to invest in education worldwide, striking a balance between respecting local contexts and upholding universal human rights will remain a key challenge.

Main Image: Badshahi Mosque, by By Ali Imran - Photo taken on July 1, 2005, by Pale blue dot., CC BY-SA 2.5, https://commons.wikimedia.org/w/index.php?curid=3953226

Share this article: