The debate on Single National Curriculum (NSC) is gaining momentum in social and academiccircles. This debate should go on in a society like ours where arguments and rationale seldom find space.Through webinars, pubic discussions, social and electronic media, the proponents and critics of SNC have openly expressed their notions.Now the onus lies on National Curriculum Council devised by Ministry of Federal Education to absorb criticism andincorporate suggestionsinSNC where it deem necessary. Althoughconcertedefforts have been putin designing SNCbut are we certain about making our studentsmoreresponsible citizens with adequate civic knowledge?SNC might instill in our students the latestscientific knowledge throughmodernlearning tools but does it also guarantee the inculcationof democratic norms, awareness of constitutional rights, pluralistic approach, and civicresponsibilities? Whenever dictatorial rule was imposed in Pakistan, the constitution haspaid the price. In the absence of constitution, citizens cannotclaim their constitutional rights. The cultureof debate is discouraged, politicalprocessis turned anemic,leaves behind a society that doesn’tquestion and takes least interest in democratic process. Contrary, in Pakistan’s juvenile democracy, the extent of civic educationbeing taught in curriculum books is also inadequate and flawed. Resultantly, a major chunk of oursociety is unaware of its basic fundamental rights (Article 9 to 28) enshrined in the constitutionof Pakistan. In times of existential crises, it is only rights activists who raise their voice for the society. Pakistan has a chance to shrug off the self-imposed rot of inertia that bedevils our democratic process. For that matter, the government needs to study the model of Germany to implement civic education in curriculum Responsible citizens makeresponsible and civilized societies.Such societies articulate about political processes and fundamental rights.In Indonesiaand France, civic education is a compulsory subject within the structure of primary school curriculum.Canada has a well-established system of citizenship education for more than a hundred years. This system is strongly connected with education system where it is taught with supporting material and evaluatedlikeSTEM subjects.In US, It is requisite for high school students to pass US citizenship exam before graduation. Federal government in the US provides grants for civic education throughout the country. Germany has a federal agency for civic education that promotes civic education. In addition to the federal agency, 15 of its states, each of their own agencies of civic education. These agencies are independent from the federal agency and subordinated to their respective state governments. Civic education starts at grade 7 and one hour per week is a norm. Topics that are discussed include democracy, politics, law, media, equality, constitutional rights, social relationships, economic system, peacekeeping and international relations. Compared to these civilized countries, Pakistan relatively has a shoddy system of civic education. Either few topics with rudimentary understanding have been merged in the syllabus of social studies or even if detail has given in case, it has no co-relation with social fabricof Pakistan.Consequently, few topics on civic educationcouldn’tcontribute in strengthening and promotingdemocraticvalues and principles in Pakistan. In Pakistan, children at a very young age are deliberately exposed to propaganda in streets,mosques, schools and homes; whereas, children in the West are exposed to civic education and are taught about preserving the public goods such as environment, public safety, healthand obeying traffic regulations. This process leads to a difference in the kind of citizenship reflected by the youth as they grow up.The lack of civic engagement and the failure to protect the public good is an outcome of lack of civic education in Pakistan. To rescue the sinking civic pulse of the nation, government must introduce civic education as a compulsory part of the curriculum in primary and secondary schools.In 2018, parliament of Pakistan passed a lawon civic education, The National Civic EducationCommission Act 2018, topromote civic education by creating awareness aboutfundamental rights and responsibilitiesof citizens. Its implementation is yet awaiting. After the Second World War and collapse of Nazism doctrine, a fractious and divided country,Germanytransformed its collective national psyche through a robust system of civic education.Pakistan has a chance to shrug off the self-imposed rot of inertia that bedevils our democratic process. For that matter, the government needstostudy the modelof Germany toimplement civic education in curriculum. Democratic values can take root when the citizens are well conversant with their civic responsibilities.The debate on civic education in Pakistan is in infancy. It is imperative to impart civic education to the younger generation as youth plays an important role in strengthening democracy and rule of law in the country. Democratic values can only be entrenched in the society if the public is aware of their fundamental rights and responsibilities towards the society. If implemented,the National Civic Education Commission Act 2018 will make Pakistan a strong democratic and responsible federation. If not, we are back to square one. The writer is a lecturer ata private university in Lahore. He is also a youth correspondent to Commonwealth in Pakistan