Madrasa education in the Pakistani context: challenges, reforms and future directions

Educational institutions in Pakistan function under three separate systems of operation — public, private and madrasas. The media and the government turned their attention towards the madrasas only after the September 11, 2001 terrorist attacks, as there was a growing perception that terrorism in the region is fueled by these madrasas. Although several studies have been undertaken to analyze the madrasa curriculum and its impact on the students, the role and attitudes of madrasa teachers, as well as the challenges they face, have largely been neglected. This paper is based on interviews and focused group discussions conducted with madrasa teachers in Pakistan to gauge what, in their view, is required to reform the system. It also provides some recommendations for directions that future research could take in order to address religious radicalism in a sustainable manner.