Integration of Madrassh Islamic Seminary Education With Formal Education System in Pakistan: Challenges and Opportunities
| Journal | Al-Idah |
| Title | Integration of Madrassh Islamic Seminary Education With Formal Education System in Pakistan: Challenges and Opportunities |
| Author(s) | Razaullah |
| Volume | 20 |
| Issue | 1 |
| Year | 2009 |
| Pages | 73-100 |
| Full Text |  |
| Keywords | Taliban, Pukhtoon, Vertical Integration, Madrassah, Terrorism |
| Chicago 16th | Razaullah. "Integration of Madrassh Islamic Seminary Education With Formal Education System in Pakistan: Challenges and Opportunities." Al-Idah 20, no. 1 (2009). |
| APA 6th | Razaullah (2009). Integration of Madrassh Islamic Seminary Education With Formal Education System in Pakistan: Challenges and Opportunities. Al-Idah, 20(1). |
| MHRA | Razaullah. 2009. 'Integration of Madrassh Islamic Seminary Education With Formal Education System in Pakistan: Challenges and Opportunities', Al-Idah, 20. |
| MLA | Razaullah. "Integration of Madrassh Islamic Seminary Education With Formal Education System in Pakistan: Challenges and Opportunities." Al-Idah 20.1 (2009). Print. |
| Harvard | RAZAULLAH 2009. Integration of Madrassh Islamic Seminary Education With Formal Education System in Pakistan: Challenges and Opportunities. Al-Idah, 20. |
Abstract
ABSTRACT: Extremism remains the main concern for global security after 9/11 event. Western countries consider the religious intolerance in Muslim countries as a source of prevailing extremism. Pakistani Madaris (seminaries) are considered as a place for indoctrination of extremism and intolerance. The questions need to be addressed that why and how religious students tended towards extremism. The evidence shows that in Pukhtoon Society; the traditional social institutions of Hujra (Community center) and Jumaat (Mosque) relationship is also affected in post Afghan Soviet war. Hujra (Pukhtoon Community centre) which is traditionally the main supporter and financer of Jumaat (Mosquereligious institution) ; now seems to be overpowered by the religious institutions after getting trained and motivated organized Taliban (students of Indigenous Islamic Education System) and financial freedom after Afghan Soviet war. In this paper the question of legal status given to Taliban and their education status by the Islamic Republic of Pakistan is discussed. For exploring to answer this question both primary and secondary sources of data are used. The study concluded that no properly defined legal status exists for the millions of Taliban graduates in the state; and the aspired streamlining efforts of Madaris with formal education are non productive and ineffective. Even the supreme court of Pakistan is unanswered about the legal status of these graduates. Legislators elected in 2002 National Election faced cases in Supreme Court of Pakistan of their ineligibility based on the in¬ equivalency of their Madaris Sanad (Degree) to the formal University Degree of Pakistan. Government of Pakistan tried to mainstream Madaris education with formal education system of Pakistan, through changing their curricula which is all time resisted by Madaris. It is concluded at the end of the study of integrating Madaris education with formal education system in vertical arrangement rather than in horizontal or lateral arrangement (change of curriculum and amalgamation of courses etc.) . The approach of Vertical arrangement acknowledge the importance and value of both systems and provide benefits to the stakeholders in large. Different modalities are discussed in this paper.