In a country that is as divided and complicated as Pakistan, the split between its two educational systems, specifically madrassas (or madrassahs) alongside mainstream education, has become a hot topic. This split moves beyond educational curriculum; it represents a significant social, economic, and political divide with potential future implications for society. As Pakistan’s educational system is influenced and constructed both historically and contemporarily, one must ask oneself: What does having madrassas and formal institutions mean for today’s youth? Does this divide perpetuate social inequity, or resolve it? These questions are not just philosophical matters of inquiry; they define the future of Pakistan’s political, economic, and social systems. Within this broader context, the role and impact of madrassa education in Pakistan become central to understanding the country’s future trajectory.

The dual education system of Pakistan consists of madrassas, where education is focused on religious edification, and secular schools, which have a broader and less religious curriculum. Historically, madrassas have been places where students memorize the Quran and learn about Islamic jurisprudence and religious teaching. Secular schools, ranging from public schools to privately run institutions, have curricula that focus on secular subjects, often mathematics, science, and social studies, with Islamic studies included.

The madrassa system has existed in Pakistan for several decades, with increased attention received under the Zia-ul-Haq regime (1977-1988), where the Islamization of the schooling system and law of the country became prominent. During the Zia period, madrassas emerged as political and ideological spaces, alongside being centers of Islamic education, just in time for fighters mobilizing to combat the Soviet invasion of Afghanistan. The state reduced its support for public education, and madrassas became prevalent as people sought alternative options for education in places where mainstream schools were unreachable or not an option, particularly in rural areas.

The gap between the two systems of education is as stark as ever today. UNESCO estimates that 2 million students are currently enrolled in madrassas within Pakistan, which is a large percentage of our population. What that number does not include is any estimation of the informal or unregistered madrassas, so it’s hard to know what impact they even have in terms of influence. Public education is underfunded, overcrowded, and generally has little room for any young Pakistani to grow beyond either of those systems. This societal divide shows great inequalities in social policy and educational access, where students of wealthier families or students experiencing other types of social privilege can access a quality secular education, while students in poverty have a much greater chance of being pushed into a madrassa system that does not provide them with a way out economically or socially.

In order to understand the significance of madrassas in........

© Paradigm Shift