Will information technology be added to the Waqf-e-Nau curriculum?

A single worldwide curriculum, including one for information technology, is hardly workable, because the children live in very different countries and circumstances. So it is decided country by country what makes sense and what is possible.

Modern technology offers great opportunities, and many parents want their children to master it. So it seems natural to suggest that information technology become a fixed part of a shared curriculum for all Waqf-e-Nau children.

Yet the reality of these children is very varied. They are spread across the whole world, in rich and poor countries alike. Some have a computer and fast internet at home, many have no such facilities at all. They live in different time zones, and most are already fully occupied with school, university or work.

A plan that tries to squeeze all of this into a single worldwide system therefore feels artificial. It might look good on paper but would not really help many of the children. What is taken for granted in a big European city may be out of reach in an African village.

So a different approach is taken. Instead of one global programme, measures are planned country by country, suited to what is actually possible there. Where the means exist, information technology can play an important part. Where they are missing, one starts with what is available.

Behind this lies a simple principle. No one is asked for more than their situation allows, as the first verse above says. And every tool through which people can learn something new is valued. A good curriculum adapts to the children, not the children to the curriculum.