What is education?

Education brings a natural and lasting change in an individual’s reasoning and ability to achieve
the targeted goal. It facilitates us to investigate our own considerations and thoughts and makes it
ready to express it in various shapes. Education is the main thing that encourages us to
distinguish between right and wrong because in the absence of education, we can’t do what we
need or we can’t achieve our goal. Straightforwardly, we can say, “education is the passage to
progress”. It is additionally the way to our fate as achievements can only be accomplished when
individuals have information, aptitudes, and frame of mind. In this way, education resembles a
medium through which we can associate with various individuals and offer our thoughts. To
tackle issues and do inventiveness we first need to gain proficiency with some essential abilities.
We require learning and abilities to wind up increasingly imaginative. So education is
fundamentally learning of abilities and ideas that can make us increasingly innovative and issue
solver. Education is to pick up the capacity to develop and take care of issues in order to achieve
their lawful motives.

Types of Education

Education goes beyond what takes places within the four walls of the classroom. A child gets
the education from his experiences outside the school as well as from those within on the basis of
these factors. There are three main types of education, namely, Formal, Informal and Non-
formal. Each of these types is discussed below.
Formal Education

Formal education or formal learning usually takes place in the premises of the school, where a
person may learn basic, academic, or trade skills. Small children often attend a nursery or
kindergarten but often formal education begins in elementary school and continues with
secondary school.
Post-secondary education (or higher education) is usually at a college or university which may
grant an academic degree. It is associated with a specific or stage and is provided under a certain
set of rules and regulations.
The formal education is given by specially qualified teachers they are supposed to be efficient in
the art of instruction. It also observes strict discipline. The student and the teacher both are aware
of the facts and engage themselves in the process of education.

Examples of Formal Education

 Learning in a classroom
 School grading/certification, college, and university degrees
 Planned education of different subjects having a proper syllabus acquired by attending the
institution.
Characteristics of formal education

 Formal education is structured hierarchically.

 It is planned and deliberate.
 Scheduled fees are paid regularly.
 It has a chronological grading system.
 It has a syllabus and subject-oriented. The syllabus has to be covered within a specific time
period.
 The child is taught by the teachers
Advantages of Formal education:

 An organized educational model and up to date course contents.

 Students acquire knowledge from trained and professional teachers.
 Structured and systematic learning process.
 Intermediate and final assessments are ensured to advance students to the next learning
phase.
 Institutions are managerially and physically organized.
 Leads to a formally recognized certificate.
 Easy access to jobs.
Disadvantages of Formal education:

 Sometimes, brilliant students are bored due to the long wait for the expiry of the academic
session to promote to the next stage
  Chance of bad habits’ adoption may be alarming due to the presence of both good and bad
students in the classroom
 Wastage of time as some lazy students may fail to learn properly in spite of motivation by
the professional trainers.
 Some unprofessional and non-standard education system may cause the wastage of time and
money of the students which leads to the disappointment from formal education and argue
them to go for non-formal education.
 Costly and rigid education as compare to other forms of learning
Informal Education

Informal education may be a parent teaching a child how to prepare a meal or ride a bicycle.
People can also get an informal education by reading many books from a library or educational
websites.

Informal education is when you are not studying in a school and do not use any particular
learning method. In this type of education, conscious efforts are not involved. It is neither pre-
planned nor deliberate. It may be learned at some marketplace, hotel or at home.

Unlike formal education, informal education is not imparted by an institution such as school or
college. Informal education is not given according to any fixed timetable. There is no set
curriculum required. Informal education consists of experiences and actually living in the family
or community.

Examples of Informal Education

 Teaching the child some basics such as numeric characters.

 Someone learning his/her mother tongue
 A spontaneous type of learning, “if a person standing in a bank learns about opening and
maintaining the account at the bank from someone.”
Characteristics of Informal Education

 It is independent of boundary walls.

 It has no definite syllabus.
 It is not pre-planned and has no timetable.
 No fees are required as we get informal education through daily experience and by learning
new things.
 It is a lifelong process in a natural way.
 The certificates/degrees are not involved and one has no stress for learning the new things.
 You can get from any source such as media, life experiences, friends, family etc.
Advantages of Informal Education

 More naturally learning process as you can learn at anywhere and at any time from your
daily experience.
 It involves activities like individual and personal research on a topic of interest for
themselves by utilizing books, libraries, social media, internet or getting assistance from
informal trainers.
 Utilizes a variety of techniques.
 No specific time span.
 Less costly and time-efficient learning process.
 No need to hire experts as most of the professionals may be willing to share their precious
knowledge with students/public through social media and the internet.
 Learners can be picked up the requisite information from books, TV, radio or conversations
with their friends/family members.
Disadvantages of Informal Education
 Information acquired from the internet, social media, TV, radio or conversations with
friends/family members may lead to the disinformation.
 Utilized techniques may not be appropriate.
 No proper schedule/time span.
 Unpredictable results which simply the wastage of time.
 Lack of confidence in the learner.
 Absence of discipline, attitude and good habits.

Non-formal Education

In non-formal education, someone (who is not in school) can learn literacy, other basic skills or
job skills. Home education, individualized instruction (such as programmed learning), distance
learning and computer-assisted instruction are other possibilities. Non-formal education is
imparted consciously and deliberately and systematically implemented. It should be organized
for a homogeneous group. Non-formal, education should be programmed to serve the needs of
the identified group. This will necessitate flexibility in the design of the curriculum and the
scheme of evaluation.

Examples of Non-Formal Education

 Boy Scouts and Girls Guides develop some sports program such as swimming comes under
nonformal education.
 Fitness programs.
 Community-based adult education courses.
 Free courses for adult education developed by some organization.
Characteristics of Non-formal Education

 The nonformal education is planned and takes place apart from the school system.
 The timetable and syllabus can be adjustable.
 Unlike theoretical formal education, it is practical and vocational education.
 Nonformal education has no age limit.
 Fees or certificates may or may not be necessary.
 It may be full time or part-time learning and one can earn and learn together.
 It involves learning of professional skills.
Advantages of Non-formal Education

 Practiced and vocational training.

 Naturally growing minds that do not wait for the system to amend.
 Literacy with skillfulness growth in which self-learning is appreciated.
 Flexibility in age, curriculum and time.
 Open-ended educational system in which both the public and private sector are involved in
the process.
 No need to conduct regular exams.
 Diploma, certificates, and award are not essential to be awarded.
Disadvantages of Non-formal Education

 Attendance of participants is unsteady.

 Sometimes, it’s just wastage of time as there is no need to conduct the exam on regular basis
and no degree/diploma is awarded at the end of the training session.
 Basic reading and writing skills are crucial to learn.
 No professional and trained teachers.
 Students may not enjoy full confidence as the regular students enjoy.
 Some institutes provide fake certification through online courses just for the sake of earning.
Analysis of Formal, Informal & Non-formal Education

This table shows the difference between formal, informal and nonformal education.

Search:

Criteria of Formal Education Informal Education Non-Formal Education

Analysis
Definition Formal education is a Casual or informal education is Non-formal educat
methodical and composed different from formal training and qualities are discovered w
training model that especially from non-formal the received methodolo
organized and controlled training, despite the fact that in does not require lear
by a given arrangement of specific cases it is equipped for participation, diminishing
laws and standards, keeping up a cozy association contacts among instructor
exhibiting a somewhat with both. Informal instruction learner and most exerci
inflexible educational does not really incorporate the happen outside the school,
programs as respects destinations and subjects for the example, home reading
goals, content and most part included by the desk work.
procedure. customary educational program.
Instances Acquiring proper Students discussion, learning Non-credit adult educatio
knowledge from outside the classroom, use of programs, sports progra
educational institutions DVD having educational lectures planned by commun
like school, college & & TV shows. association, online courses.
university.
Course Properly organize Multidisciplinary field Particular knowledge
contents information based on information. specific domain.
facts.
Type of Formal activities Routine training Non-formal activities (outs
activities Calming activities the school, classroom
after getting jobs)
Outcome Positive and projected Positive or negative and non- Positive and projected
projected
Source of Schools, colleges, Internet, Social Media, Outside the educatio
acquiring universities and other electronic/print media, group institution
knowledge educational institutions discussion amongst friends/family
members
Way of Direct Individual, implicit Direct
 acquiring
knowledge
Advantages Organized, structured and Naturally learning process as you Practiced and vocatio
systemic learning process learn from daily experience, less trainings, Literacy w
end with recognized costly and time proficient, no skillfulness growth, flexibi
certificate which leads to need to hire experts, learn from in age, curriculum and tim
access a reasonable job. social media, electronic & print no regular exams.
media, internet and other sources.
Disadvantages Costly and rigid education, Unreliable sources of information, Non-regular turnout
long academic session, no proper time schedule, learners, no regular exam
adoption of bad habits inappropriate techniques, no degree/certificate
during study hours, unpredictable results, absence of awarded at the end of
unprofessional trainers confidence and discipline in training session which is
may cause the wastage of learner. undue consumption
time and money as well. precious time.

Distance Education

Distance Education/ learning can be a convenient way to build skills and even earn a degree.
Distance education has become a common choice for many learners and institutions. During the
pandemic, the number of students registering for distance learning courses skyrocketed. Several
universities and academic institutions have given opportunities to students to learn remotely.
Before enrolling in an online learning course, it is important to have a clear concept of this
approach.

What is distance education?

Distance education refers to the way of learning that does not require you to be present
physically at the university or institution. Learning materials and lectures are available online.
Learners can stay at their homes while taking the course from an online university or other
institution. They will usually also have the opportunity to attend in-person workshops,
residencies, or other learning components, but the material is primarily taught through online
courses. Distance education also known as distance learning or distributed learning, or remote
education, has now existed for ages. It involves acquiring information from methods other then
the traditional way of gaining knowledge – attending institutions. Some recent definitions have
focused on it as a new development, involving advanced technology
Present-day distance learning is influenced a lot by computer and electronics technology. The
technology has now made it possible for the guide and student to connect almost immediately.
Study resources can be delivered instantly through computers, satellites, internet, cable
television, interactive video etc.

History of Distance Education

Correspondence education, the initial form of distance education, developed in the mid-
nineteenth century in Europe and then spread to the United States and so on. Initially distance
education used the finest technology available at that time, the postal system, to open educational
prospects to people who wanted to study but were not able to attend traditional schools. People
who gained most from correspondence education were women, professional people, physical
disabled, and individuals who lived in areas where schools didn’t exist. Isaac Pitman, a British is
attributed to pioneering the concept of “distance education”. He started by teaching shorthand via
correspondence in 1840. Students were asked to copy passages from Bible and send them for
grading via the new penny post system.
In, American the distance education began in 1874 at Illinois Wesleyan University where
bachelor and graduate degrees could be obtained without being actually present in the classes.
The Chautauqua movement in the year 1882 gave the much required thrust to correspondence
education. Correspondence education became quite famous by 1900 and problems of excellence
and fair practice came with the popularity. The National Home Study Council (NHSC) was
formed in 1926 in part to deal with such issues. Distance education went through a major
change after the invention of radio in the 1920s and the arrival of television in the 1940s.
Distance education is increasingly using combinations of different technologies to improve
communication between teachers and students. In 1900, after the arrival of computer, distance
education took a big leap. Now the teachers and students can converse sitting face-to-face.
Students from business and university level have used the conferencing technique known as one-
way video/two-way audio where pictures from television are transmitted to particular sites,
people can reply to the newscaster via telephone. Television pictures can also be broadcast in
two directions at the same time through telephone lines, so that teachers and students at one
place can see and hear teachers and students in other places.

Two types of distance learning

There are two major categories of distance learning: synchronous and asynchronous.

Synchronous

Synchronous distance learning refers to the real-time delivery of lectures. You will have live
communications with your teachers. This learning model needs teleconferencing and other
similar technologies.

Synchronous distance learning allows for face-to-face contact with instructors and classmates.
As such, however, it is not as flexible as some learners may desire since you have to encounter
your teachers and classmates at the scheduled time.

Asynchronous

With asynchronous distance learning, learners advance through the curriculum at their own pace.
You will receive weekly deadlines, and therefore, you can work at your desired speed and
schedule.

There is no scheduled time for accessing the course content. However, you may interact through
video comments, quizzes, and conversations.

Different modes involved in distance learning

 Regardless of the type of distance education programme you enrol in, you are likely to encounter
different ways of learning. These include video conferencing, hybrid learning, open-schedule
courses, and fixed-time courses.

Video conferencing

Traditionally, video conferencing refers to the interactions between multiple participants via the
internet. You may compare it to synchronous communication. Both students and teachers have to
use tools like Blackboard Collaborate, Zoom, or Adobe Connect. Participants can continue their
interactions anytime, anywhere.

Video conferencing is advantageous as it promotes learner-instructor interactions. It also helps in

providing the lesson in a proper structure. It is one of the main components of every successful
distance education programme.

Hybrid distance education

When you combine asynchronous and synchronous methods, it creates a hybrid version.
Learners have to stick to deadlines to do their assignments and appear for tests. But one major
advantage is that they can study at a convenient pace. This learning approach involves online
forums to submit assignments. As a learner, you need to maintain contact with your teacher.
With the progress of your study, you will find new modules of your course. Learners who desire
independence often prefer hybrid distance learning.

Online open-schedule courses

The open-schedule instructions belong to the asynchronous category. Learners get freedom while
undergoing the course. During the educational programme, you will receive:
 Bulletin boards
 Online books
 Emails
You have to follow the deadlines while undergoing the academic course. Still, you can maintain
a comfortable pace to study the course. You may feel no stress due to this approach. But, to find
the best outcome and achieve a high grade, you must have motivation and self-discipline.

Fixed-time virtual course

A fixed-time course is the most commonly chosen format for distance education. Learners access
the learning website at the desired times. They have to accomplish pre-scheduled tasks to
achieve success and get the certificate.

Benefits of distance education

Distance education provides you with a range of benefits. Consider these advantages as you
decide whether to enroll in distance learning courses or degree programs.

Flexibility

Many highly motivated and self-disciplined learners prefer distance educational programs. They
are well-organized and maintain their performance in the virtual setting. It affords you the
flexibility of learning from any place at any time.

Adaptability

Some instructors customize distance education programs to serve their academic needs. Learners
will get the chance to learn the course in any way.

No need to travel

Distance learning does not require commuting to campus. At the same time, distance learners can
take virtual trips to museums, geographical locations, planetariums, and other places. A virtual
trip is fun, and learners enjoy it during the distance learning programme. With the interactive
tools, learners can increase their engagement level.

Accessibility
Education that requires attendance in physical classrooms can present barriers to some learners.
Distance education can help make learning accessible to those living with disability or
geographic constraints, for example, since distance learning is accessible to learners from almost
any place.

Save time and money

Distance education saves you precious time and money. You do not need to be concerned about
the travel time or expenses to attend the classes. Course materials and tuition may be lower as
well since there are fewer overhead costs involved as compared to in-person classes.

Does distance education have disadvantages?

Although distance education programs are advantageous, you may find a few downsides. It’s
important to be aware of distance learning’s potential challenges so that you can set yourself up
for success.

Some learners claim that they feel distractions during the educational program. Without direct
interactions, learners may lose track and miss deadlines. You must also have a reliable computer
and internet connectivity. Some instructors will ask you to buy a web camera. Slow internet
service can cause frustrations like long load times and frozen videos.

Madrasa (Islamic Education) in Pakistan

Madrassah education system is not a new one in the society. Its origin can be traced back to the
times of Hazrat Muhammad (PBUH). Madrassahs are Islamic schools which impart religious
education to the people who can serve as the Islamic scholars and perform duties in the society.
The meaning of the word Madrassah is the ‘learning center’. It is a common practice in the
madrassah education system that students are being provided education with free boarding and
lodging. This makes madrassahs the schools for the poor. The division on the basis of the class
system also breeds extremist tendencies in the young minds (Ahmed, 2009). The madrassah
education system operates on the basis of the sects. There are different wafaqs which are based
on the respective sect and operates madrassahs of the respective sect. These sects are Shia,
Sunni, Ahl e Hadith, Barelvi, Salfi. The administrative body of each sect manages the
madrassahs associated with that sect and develops the curricular content. This creates difference
of content taught in madrassahs of different sects. Madrassahs teach content which conforms to
their values and beliefs which highlights the sectarian divide in the society (Begum, 2014).

The curricular content of the madrassahs has become the major concern for the international
community. After 9/11 the world believes that the curriculum of the madrassahs is the cause of
sectarianism and violence in the society. The curriculum acts as a tool in the hands of the
administrative bodies which can be used to inculcate the beliefs of the respective sect. the
international community believes that the themes of the madrassah curriculum, such as Jihad, are
the cause of terrorism, radicalism and extremism. It is also a general perception that madrassah
education system is inculcating hatred against West in the minds of the students which, after
becoming the part of the mainstream system, also transfers that hatred and negative mindset
against the West (Begum, 2014).

The international community perceives the madrassahs as the safe havens for the terrorists. The
division of Pakistani society on the basis of the sect is very prominent and so is the case of the
Ulemas, madrassahs and the curriculum being taught in these Islamic schools. After 9/11 there is
an immediate change in the perception against madrassahs. The West perceives madrassahs as
the centers which are not fullfilling their aim of religious education rather they are deepening the
sectarian divide and inculcating hatred against West. These madrassahs are producing terrorists
which set the world in chaos. Madrassahs, according to the West, are not developing positive
values in the society, they are developing rigid version of Islam which is the cause of radicalism,
terrorism and extremism in the society (Stern, 1999).

In Pakistan the sectarian conflict took its worst form in the 1980s and 1990s. This was the time
when the state used islamization as its policy to achieve strategic interests. The use of Islam as a
tool to achieve state’s goals deepens the sectarian divide. The Jihadi groups got associated with
the political parties and established their madrassahs which changed the madrassahs into militant
training centers (Ramzan & Rabab, 2013). Madrassahs which were involved in the militant
training also used concept of Jihad to further their aims. The political use of jihad started during
the Soviet occupation of Afghanistan. The focus of USA and world powers was the failure of
Soviet Union in Afghanistan. USA, in order to achieve this objective, supported the ideology of
Jihad and funded the madrassahs to establish their militant wings in order to serve as training
centers. At that time the radicalization and extremist ideologies of madrassahs were ignored by
the Pakistani State, USA and other allied powers. This became the major cause for the
strengthening of militant madrassahs which spread extremism and terrorism in the world
(Ahmed, 2009). The perception against madrassahs changed after the incident of 9/11. The major
super powers waged the war against terrorism and madrassahs became the focus during this war.
The world powers criticized madrassahs for the curriculum that it breeds extremism and
radicalism in the society.
The reform process started by the Pakistani government. During the President Musharraf era the
slogans of 'enlig‘tened moderation’ and reformation’ were used to show the world the new face
of the country. The Pakistani government took a major shift in its policy regarding madrassahs.
Pakistan withdrew its support for the madrassahs and started reforming the madrassah
curriculum. On the international level the major super powers started criticizing Pakistan for
breeding Taliban and militant madrassahs on its land. On the other front media houses,
independent of government’s control, emerged in Pakistan. The Pakistani media also
campaigned negatively against madrassahs and criticized the curriculum and the published
literature. Although few madrassahs are involved in the militant activities but the media
criticized all religious institutions. Many media projects such as dramas and films show the
negative image madrassahs and criticized their curriculum and published literature (Ahmad,
2002) The major accusation levelled by the international community is that the madrassah
curriculum and teaching content is spreading extremism. Pakistan took a major shift in the policy
and registration was made compulsory for the madrassahs. The curriculum underwent revision
and the main aim was to omit and exclude those parts of the curriculum which were considered
the cause for spreading hatred, extremism and religious conflicts. In the reform process the
content about the concept of Jihad was also modified (Bano, 2010).

Madrassah Education System after Independence

Pakistan’s educational system is complex and not homogenized. Parallel education systems exist
in Pakistan. The three notable education system in Pakistan are;

 Government Schools
 Private Schools
 Deeni madrassahs

All three strands of education are different in their nature, characteristics and most importantly
curriculum. Government schools mostly educate children of poor families who cannot afford
expensive education in private schools. The government schools provide education at minimal
fee and the stationary is also free of cost. This is very helpful to the lower middle classes who
cannot afford expensive books and other expenditures of the private educational institutions. The
standard of education of government schools in Pakistan is not up to the mark (Ahmad, 2002).

The private schools exist in Pakistan provide expensive education. Their syllabus and their fee
structure are not affordable to the lower classes.

Madrassah education system provided cheaper religious education. Poor families prefer
madrassah education because its free of cost. These madrassahs also provide boarding and
lodging to the students who belonged to the distant areas (Dogar, 2010).
After independence in 1947 mushroom growth of madrassahs was observed. As the madrassahs
provided cheaper mode of education their demand increased. The state and masses started to
sponsor madrassah education system. The muslim majority areas became part of Pakistan. In
these areas many madrassahs already existed and their faculty became attracted towards the
established lines of Deoband. After partition many renowned Ulemas migrated from India and in
Pakistan they established madrassahs. Some prominent examples included Jamia Ashrafia by
Mufti Muhammad Hassan; Dar-Ul-Aloom Malir by Mufti Muhammad Shafi, Dar-ul-Aloom
Islamia Banori Town by Maulana Muhammad Yousaf Banori, Jamia Khair-ul Madaris in Multan
by Moulana Khair Muhammad Jalandhri and Jamia Arbia in Gujranwala by Moulana
Muhammad Chirag. These Ulemas were qualified from Deoband therefore they led these
madrassahs with the same system and followed the same curriculum in their respective
institutions (Rauf & Raza, 2015).

The madrassah system existed parallel to the formal education system of Pakistan. The number
of madrassahs increased during the Zia ul Haq period as he supported the growth of religious
institutions. After the partition of the Subcontinent there were 245 madrassahs in the areas
known as Pakistan, which increased upto 10,000 in 2002 and 40,000 in 2008. General Zia ul Haq
encouraged the growth of madrassahs for political reasons. The militant tendency in the
madrassahs was not newly introduced during the Zia regime, it was originated from the ideals
which were followed by the Ulemas against the British rulers in the Subcontinent. The
madrassahs, in the colonial era, were so involved in the political matters that they continued their
practices even after partition (Rauf & Raza, 2015).

Historically Pakistani madrassahs were founded to impart religious education and to produce
scholars and Ulemas for the next generation. Lower classes choose madrassahs as they provide
free education, boarding and lodging and also give stipend to the students to help their families
(Ahmad, 2002).

Contemporary System of Madrassah Education

The madrassah system of education prevalent in Pakistan was developed during the 19th century.
Most of the madrassahs established in Pakistan followed Dars e Nizami syllabus. The curriculum
of the madrassah education consisted of logic, philosophy, rhetoric, dialectic reasoning,
mathematics, traditional medicine, and grammar and literature of Persian and Arabic languages.
In these madrassahs they taught Quran at the initial level and at the advance level the complete
curriculum drawn from the syllabus of Dars e Nizami, was tught (Coulson, 2004).
The basic foundations of madrassah curriculum are;
 The recitation of Quran in its original language i-e Arabic
 The knowledge of hadith and Sunnah
 Historically the madrassahs were perceived as the training institutes for the individuals
who can play as the leaders in Islamic world. Law and Fiqah were emphasized in the
 curriculum. Madrassahs are also perceived as the institutes for poor and needy people.
The poor and lower class families prefer madrassah education for two important reasons;
 Madrassah education is cheaper as compared to government and private modes of
education. Most of the madrassahs provide stipend to the needy and poor students in
order to support their families. They also provide students with food, shelter and clothing
free of cost. This is the big reason for poor families to prefer madrassah education for
their children (Azam, 2014).
 For poor families the self-satisfaction of providing religious education is the major
attraction towards madrassah education. In Pakistan religion is a sensitive issue. People
perceive it their duty to give basic religious education to their children. For this reason
they send their children to madrassahs which provide free education. By this parents
fulfill their religious as well as educational duties towards the children.

The Pakistani society is divided into different sects so is the religious education. The madrassahs
in Pakistan are governed by different boards which are based on sects and they promote the
ideology of their respective sect. they represent the five dominant school of thoughts in the
country (Bano, 2010). There are 5 Wafaqs or Boards based on different schools (Fiqhs) and
manage their madrassahs according to the respective sects. The major functions of the Wafaqs
are to monitor the registration of the students in the given wafaq and the coordination of all the
madrassahs registered with that Wafaq. Their function also include the development of
standardized curriculum to be followed by all the registered madrassahs with that board, to
conduct examinations at senior levels within the madrassahs. These boards are semi-autonomous
bodies and their working is analyzed by the ministries of Education and Religious Affairs
(Azam, 2014) (Ramzan & Rabab, 2013).

All the five Wafaqs are the member of Ittehad Tanzeemat Madaaris Deenia (ITMD) which is the
governing body of madrassahs in Pakistan. It was established in 2003. After teaching the
prescribed syllabus, the wafaqs conduct examination and evaluate students in order to access
their capabilities and provide them certificates. The levels of religious education are similar to
those of formal education (Azam, 2014). Following are the academic levels of madrassah
education:

 Abtadaya/Amma is the primary level of education.

 Khasa is the secondary level of education.
 Aliya is the Bachelor’s degree.
 And Almiya is the master’s degree.
Madrassah education system is devised in such a manner that it provides all four levels of
education within the same institution (Bano, 2010).

Challenges to the Madrassah Education System

Madrassahs in Pakistan became the focus of attention after the tragic incident of 9/11. After the
attack on Twin Towers the world linked these educational institutions with religious militancy
and radicalism. This portrayed the madrassahs as the factories for the production of militants and
extremists. Extensive research was done on every aspect of madrassahs and many flaws were
pinpointed in the madrassah education system (Riaz, 2005). Some of the challenges madrassah
education system faced are as follows:

Financial Issues
Madrassahs, as an educational institutions, are based on doctrines of self-help. They rely on
different sources to meet their requirements. The madrassah authorities rely on the elites of the
society to provide funds for the institution. They launch regular appeals for funds in different
magazines or through pamphlets and other sources available to them. The state also acts as a
financial agent to some madrassahs. In return to funds the state used those madrassahs for its
own purposes by providing them financial assistance. Due to financial control the state used to
propagate its own version on different matters and influence the public opinion through Ulemas
(Talbani, 1996). Madrassahs also function as welfare organizations. The Madrassahs consider
themselves as NGOs, doing whatever they can to help the poor people and to eliminate poverty.
Indeed, religious leaders and organizations are also more reliable than government officials in
delivering social services. Philanthropists see Madrassahs as worthy organizations to use their
contributions efficiently. In the past few years, the tendency has been seen to show that large
Madrassahs invest in real estate, education, and other profitable business projects (Khattak,
2012). Language Issues
The medium of instruction in the madrassah education system is generally Urdu or Arabic. In
madrassah education the focus is on the learning of Quran and Hadith and the Arabic language is
preferred. The curriculum of the madrassah education system is devised in such a manner that no
attention is paid to the teaching of modern language and contemporary subjects. The modern
language and the modern education was ignored. Madrassah schools provide assistance in
religious education only and the modern trends in education and curriculum were ignored. Due
to this the students of madrassahs were unable to compete the world after completion of their
studies. They were unable to secure good jobs and as a result they ended up as a burden on the
economy (Ramzan & Rabab, 2013).

Outdated Curriculum
The curriculum which was used before the reforms, was outdated. The curriculum was only
focused on religious subjects. The modern subjects like computer, modern sciences, importance
of technology and other contemporary subjects were ignored completely. The Ulemas agreed on
the change in the syllabus but they were not ready to introduce modern and technological
subjects. Most madrassahs do not teach their students the basic skills of language, math, science
and even critical thinking that all young people should acquire in school. This was a major
setback to the madrassah educational system. The Ulemas were in the opinion that these modern
subjects prepare students only for this worldly life. The subjects are materialistic in nature. This
approach hinders the madrassah education system to prosper (Shahab, 2014).
Importance of Madrasa Education System

Madrasa Education in Pakistan is one of Pakistan’s prime teaching systems. Moreover, it gives
students religious education and also teaches them about the lesson of the Quran. They also get
to know beliefs and religious books in Islamic education. In addition, this starts soon after they
get a basic understanding.
Moreover, students from all age groups can enroll in Madrasa. There is also no set age to pass
out from it. In addition, that’s because the prime focus is on the pupil’s knowledge rather than
the time.

At present, Madrasa education in Pakistan is considered because:

 Madrasa Education is a powerful way to change lives and ideas.

 Brings people closer to values of Islam
 Teach people about Quran and Sunnah
 Develop people spiritually
 Guides people to live a peaceful life
 Brings people closer to Allah
 Help them become an honest citizen of a country
 Islamic education also helps in making a better society

Madrasa Education in Pakistan - Source of education for underprivileged

Most poor people who cannot afford private schools go to Madrasa. Moreover, many people
belong to poor backgrounds. This is why they are away from school. In addition, they can’t
afford costly books and education. The students in Madrasa also have big dreams in life. Some
want to become doctors, teachers or lawyers. Others want to make a career as engineers or
journalists.

The missing link in Madrasa Education System

Furthermore, Madrasa education in Pakistan is spread everywhere across the country. But there’s
still a missing link that stops the system from ranking at the top. In addition, Madrasa learning in
Pakistan suffers some crises such as lack of:
 Course
 Trained teaching staff
 Crucial tools
Moreover, there is a lack of proper personal guidance. Madrasa students face a lack of
confidence. Furthermore, students who pass out from Madrasa lacks aims. This lack of aim also
goes up to a global level.

How to bridge the gap in Madrasa education in Pakistan?

In addition, Madrasa students should also learn modern education such as:

 Language and Literature

 Information technologies
 Social sciences
 Professional fields such as engineering, medicine, etc.

How Literate Pakistan Foundation (LPF) helps to improve Madrasa education?

Literate Pakistan Foundation (LPF) knows that Islam gives a high value to education. This is
why it has made a fast track course. Moreover, it helps everyone finish their learning in a short
time with their Islamic education. There is no age limit for learning from the LPF syllabus.
Furthermore, here’s how LPF helps:

 Madrasa students can learn well in just two or three hours’ daily
 Fast-track programs for overaged students
 Easy-to-difficult lessons
 Free daily video lessons
 Become Aalim or Mufti
 Train teachers
 For all kinds of students’ even those who are not familiar with Urdu
ience, psychology, and
anthropology of different
countries.
Comparative education is a
detailed study of educational
systems to determine how people's
values and
beliefs affect their educational
system and provide a suitable
education.
The field is a deep, critical
examination of other countries'
societal values and educational
systems to
evaluate one's system and refresh
one's own culture by adopting
progressive aspects from
elsewhere based
on the comparis
Comparative education is a vast
field of study. It does not only
study other countries' educational
systems
or confine itself to a single, strict
definition because it covers
disciplines such as the sociology,
political
science, psychology, and
anthropology of different
countries.
Comparative education is a
detailed study of educational
systems to determine how people's
values and
beliefs affect their educational
system and provide a suitable
education.
The field is a deep, critical
examination of other countries'
societal values and educational
systems to
evaluate one's system and refresh
one's own culture by adopting
progressive aspects from
elsewhere based
on the comparison.
Public and Private Education Systems in Pakistan
What is comparative education
There are mainly three parallel education systems running in Pakistan
 Public school system
 Private school system
 Deeni Madaris
Public institutions are those which are managed by government and they receive funds from
government. On the other hand, private institutions are managed by private owners and they
generate their own funds by charging tuition fee.
History
Education system of Pakistan is legacy of British rule in the subcontinent. At the time of
independence (1947) both public and private institutions were providing education at primary
and secondary levels. All the types of educational institutions continued functioning after
creation of Pakistan in 1947. At that time, private sector had an important role in providing
education through schools. In national education policy (1972) the government of Pakistan
decided to take over all the privately managed educational institutions. As a result, in 1947 the
19432 educational institutions were nationalized. These included 18,926 schools, 346 madrassas,
155 colleges and 5 technical institutions (Government of Pakistan, 1998).
After the end of nationalization in 1979, Pakistan has witnessed an exponential increase in the
role of private sector service providers. The negative experiences of public schools have shifted
children from government to private schools. Private schools no longer remain an urban or elite
phenomenon, but rather poor households also use the facilities to a large extent. Currently the
education system of Pakistan is comprised of 267,700 institutions and is facilitating more than 40
million students with help of 1.81 million teachers. Hence 36% educational institutions are run
by private sector while 64% are public institutes.
Problems in public education system
 Non availability of up to date curriculum
 Less training institutions
 Corruption in education
 Poverty and child labor
 Teachers, behavior towards their job
 Gender discrimination
 Lack of basic infrastructure
 Transfer of teachers
 Mismanagement
Conclusion
The outcomes of Private vs public education systems’ debate may be a poplar discourse,
however public sector alone especially in developing countries cannot meet the needs of quality
education for rapid growing population including Pakistan. Government alone can’t fulfill the
responsibility to provide education to fast growing population. So private system has to share
this burden. Therefore, both the public and private systems are engaged in providing education to
the masses. In Pakistan private schools are getting mass acceptance today to ensure sustained
progress of the country. It can be better option if the government uses its resources not on
increasing the number of schools but rather on the quality of existing schools.
Public Private
Performance of students
Washroom and drinking water
facilities
Boundary wall and play ground
Infrastructure facilities in schools
Teacher and student attendance
Teachers qualification

According to ASER 2018, the performance of students enrolled in private schools was better
than the students of public schools.