Madrasas have long been an integral part of Pakistan’s education system, providing religious instruction to millions of students. Over the past two decades, their enrollment has steadily increased, particularly in Balochistan. Despite concerns about their role in society, research suggests that the vast majority of madrasas focus solely on religious education and have no links to extremism. Economic hardship remains the primary reason parents opt for madrasa education over government schools. However, while madrasas contribute significantly to literacy, there is a growing need to integrate them into the mainstream education system through proper reforms and standardization.

Israrullah Ahmadani, a vegetable vendor in Khuzdar, Balochistan, has four children—three sons and a daughter. To secure their education, he initially enrolled his two eldest sons in a government primary school, but later moved them to a local madrasa. His younger two sons still attend the government school, though he is now considering shifting them to the madrasa as well.

His decision stems from past experiences. Around eight years ago, his eldest son, Abdullah Ahmadani, attended the local government school, where teachers were often absent. In addition to inconsistent teaching, Israrullah had to bear expenses for uniforms, stationery, and books. When the local mosque’s imam suggested enrolling Abdullah in a madrasa that provided free education along with three daily meals, Israrullah found it a practical solution. He not only transferred Abdullah but also enrolled his second son, Ameerullah.

Later, at his wife’s insistence and after hearing a government minister’s speech about improved free education, he admitted his younger sons to the government school. However, the conditions had not changed. The lack of quality education and poor infrastructure led him to reconsider madrasa education for them as well.

Israrullah’s case is not an anomaly. Across Pakistan, countless parents still favor madrasas over government schools. Despite official claims of improvement, the reality remains unchanged—successive governments have failed to convince parents that state schools offer a better future for their children.

Government data backs this trend. The Economic Survey of Pakistan highlights that despite promises of free education, madrasas continue to attract students from low-income families. The percentage of students enrolled in religious seminaries rose from 9% in 2010 to 21% in 2022. Similarly, the 2017-2018 Pakistan Education Statistics report recorded 31,115 madrasas in operation, with over 4 million students and nearly 180,000 teachers. Research suggests that beyond religious motivations, economic hardship is a major factor driving madrasa enrolment.

The deteriorating state of education in Pakistan has been documented extensively. Dr. Jaffar Ahmed’s book, Education: Problems and Solutions, paints a grim picture, addressing issues such as class disparities, a lack of research in universities, and persistent government neglect.

Madrasas have long been embedded in Pakistan’s education system. While there were only about 150 at the time of independence in 1947, their numbers have skyrocketed. According to Azmat Abbas, author of Madrassah Mirage: A Contemporary History of Islamic Schools in Pakistan, approximately 32,000 madrasas now operate nationwide, educating around 2.5 million students. Other estimates suggest the number exceeds 40,000 today.

For many Pakistani parents, madrasas are not just centers for religious learning but a lifeline—offering education, shelter, and sustenance in a system where government schools continue to disappoint.

Dr. Jaffar Ahmed, in his book, highlights the steady rise in madrasa enrolment over the past two decades, with Balochistan leading among all provinces. This trend underscores the undeniable role of madrasas in Pakistan’s education system. Contrary to popular misconceptions, the majority of these institutions focus solely on religious education and have no association with extremism. A study conducted by the Harvard Kennedy School under the Learning and Educational Attainment in Punjab Schools (LEAPS) project found that children attending madrasas do not necessarily come from radicalized backgrounds. Similarly, research by the Pakistan-based Social Policy and Development Centre (SPDC) revealed that only 6% of madrasa students cited religious motivations for their enrollment, whereas 89% pointed to economic factors. The Annual Status of Education Report (ASER) further supports the argument that there is no direct link between madrasas and militancy.

Maulana Abdur-Rehman, the principal of a madrasa in Lahore’s Sabzazar area, explains that Pakistan has five main types of madrasas: Deobandi, Barelvi, Shia, Ahle-Hadith, and Jamaat-e-Islami. The Deobandi and Barelvi madrasas constitute the largest share, with Deobandis alone making up nearly 70%. Each madrasa is affiliated with a specific board that regulates its curriculum. Unlike public and private schools, madrasas use Arabic as the primary language of instruction. Their syllabus primarily covers Quranic studies, Hadith interpretation, Islamic jurisprudence, Arabic literature, and grammar. While there is an official standard curriculum known as Dars-e-Nizami, each madrasa follows its own set of textbooks and interpretations.

In recent years, however, many madrasas have introduced modern subjects such as science, mathematics, and computer studies. This shift highlights the evolving role of religious institutions in contemporary education. Madrasas undeniably contribute to Pakistan’s literacy rate, and shutting them down is neither practical nor advisable. However, integrating them into the mainstream education system is essential. Calls for reform, regulation, and standardization have been growing, especially over the past two decades.

Despite the urgency of the matter, no substantial efforts have been made to bring madrasas under a unified educational framework. While provincial governments continue working to improve literacy rates, it is crucial to address madrasa regularization with sincerity and seriousness. Reforming these institutions can bridge the gap between religious and modern education, ultimately benefiting the nation’s youth and future.

Madrasas continue to play a crucial role in Pakistan’s educational system, particularly for underprivileged communities. Shutting them down is neither feasible nor beneficial, but ensuring their integration into the broader education system is vital. Despite repeated calls for reforms, little progress has been made in regulating and standardizing madrasa education. As provincial governments work to improve literacy, the urgent need for madrasa regularization must be addressed to provide students with a well-rounded education that combines religious teachings with modern subjects, equipping them for a more diverse and competitive future.