Yvette Rosser, in an article based on her PhD thesis, regards such curriculum as a composite of patriotic discourses. She identifies significant defects, inherent contradictions and inaccurate information within educational syllabus in general and the Pakistan Studies textbooks in particular. In 2003, Sustainable Development Policy Institute in Pakistan published a report that had emerged from a survey of text books of Urdu, English, Social Studies and Civics subjects being taught at the secondary and higher secondary school levels. The survey identified inaccuracies of fact and omissions that appeared to distort the significance of actual events in the country's history. Some of the prominent issues included the lack of understanding towards the civil society, religious diversity, and gender relations. The report recommended for major structural reforms and establishment of a National Education Advisory Board to centralise the curriculum development and carry out regular revisions.