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Global Go To Think Tank Index (GGTTI) 2020 launched                    111,75 Think Tanks across the world ranked in different categories.                SDPI is ranked 90th among “Top Think Tanks Worldwide (non-US)”.           SDPI stands 11th among Top Think Tanks in South & South East Asia & the Pacific (excluding India).            SDPI notches 33rd position in “Best New Idea or Paradigm Developed by A Think Tank” category.                SDPI remains 42nd in “Best Quality Assurance and Integrity Policies and Procedure” category.              SDPI stands 49th in “Think Tank to Watch in 2020”.            SDPI gets 52nd position among “Best Independent Think Tanks”.                           SDPI becomes 63rd in “Best Advocacy Campaign” category.                   SDPI secures 60th position in “Best Institutional Collaboration Involving Two or More Think Tanks” category.                       SDPI obtains 64th position in “Best Use of Media (Print & Electronic)” category.               SDPI gains 66th position in “Top Environment Policy Tink Tanks” category.                SDPI achieves 76th position in “Think Tanks With Best External Relations/Public Engagement Program” category.                    SDPI notches 99th position in “Top Social Policy Think Tanks”.            SDPI wins 140th position among “Top Domestic Economic Policy Think Tanks”.               SDPI is placed among special non-ranked category of Think Tanks – “Best Policy and Institutional Response to COVID-19”.                                            Owing to COVID-19 outbreak, SDPI staff is working from home from 9am to 5pm five days a week. All our staff members are available on phone, email and/or any other digital/electronic modes of communication during our usual official hours. You can also find all our work related to COVID-19 in orange entries in our publications section below.    The Sustainable Development Policy Institute (SDPI) is pleased to announce its Twenty-third Sustainable Development Conference (SDC) from 14 – 17 December 2020 in Islamabad, Pakistan. The overarching theme of this year’s Conference is Sustainable Development in the Times of COVID-19. Read more…       FOOD SECIRITY DASHBOARD: On 4th Nov, SDPI has shared the first prototype of Food Security Dashboard with Dr Moeed Yousaf, the Special Assistant to Prime Minister on  National Security and Economic Outreach in the presence of stakeholders, including Ministry of National Food Security and Research. Provincial and district authorities attended the event in person or through zoom. The dashboard will help the government monitor and regulate the supply chain of essential food commodities.

Published Date: Nov 14, 2011

ASIA/PAKISTAN – PUBLIC SCHOOLS TEACH INTOLERANCE TOWARDS RELIGIOUS MINORITIES: A U.S. REPORT

The textbooks used in public and private schools in Pakistan teach Pakistani children prejudice and intolerance towards non-Muslim religious minorities: this is what a study reveals, the first of its kind, conducted by the United States Commission on International Religious Freedom, USCIRF and presented today in Washington. The Report, sent to Fides, the Commission, an independent bipartisan organization of the U.S. federal government indicates the school system as being the root of widespread Islamic radicalism and helps explain why militancy is often supported, tolerated and justified in the country.
The study, titled “Connecting the dots: education and religious discrimination in Pakistan”, reviewed more than 100 textbooks from grades 1-10 from Pakistan’s four provinces. Researchers in February 2011 visited 37 public schools, interviewing 277 students and teachers and 19 madrases (Islamic schools), where they interviewed 226 students and teachers.
“Religious minorities are often portrayed as inferior or second-class citizens, who have been granted limited rights and privileges by generous Pakistani Muslims, for which they should be grateful” the report said. “Hindus are repeatedly described as extremists and eternal enemies of Islam”: their culture and society “is based on injustice and cruelty, while Islam delivers a message of peace and brotherhood, concepts portrayed as alien to Hindu”, continues the study. Some textbooks contain specific references to Christians, “which are generally negative, painting an incomplete picture of the largest religious minority in Pakistan”, the Report says, noting a systematic negative portrayal of religious minorities, Hindus (1% in Pakistan ) and Christians (3%) but also Sikhs and Buddhists.
The textbooks avoid references to the role played by Hindus, Sikhs and Christians in the cultural, military and civic life of Pakistan. In most cases “historical revisionism seems designed to vindicate or glorify the Islamic civilization, or to denigrate the culture of religious minorities”, explains the Report, suggesting urgent changes “to present a history free of false or unsubstaintiated claims which convey religious bias”.
The texts also promote the idea that “Pakistan’s Islamic identity is under constant threat” and that “anti-Islamic forces are always trying to finish the Islamic domination of the world”, as read from a social studies text being taught to Grade 4 students in Punjab province.
These Islamic texts and teachings are found in compulsory textbooks, not just religious ones, meaning Pakistan’s Christians, Hindus and other minorities were being taught Islamic content: a fact that violates Pakistan’s Constitution, which states that students should not receive instruction in a religion other than their own.
Teachers are also an issue: according to the study, more than half the public school teachers acknowledge the right to citizenship of religious minorities, but the majority believes that religious minorities must not be allowed to hold positions of power, “in order to protect Pakistan and Muslims”. Moreover, 80% of teachers considered non-Muslim teachers “enemies of Islam”.