Islamic education, the state and madrasa reform: lessons from South Asia and Nigeria

The research aims to explore the characteristics of madrasa education and highlights the madrasa reforms that have been implemented within Pakistan, Bangladesh, India and Nigeria. In-depth reviews with government, religious scholars and other stakeholders along with an analysis of secondary research material in 2007-2008 reveals that state-led reforms pertaining to introducing religious subjects within curriculum have been resisted by madrasas in all countries except for Nigeria. The weak relationship between state and madrasas arises as a result of differing perspectives and knowledge base regarding religion along with lack of trust that arises due to fear of western influence and establishment of state control over madrasas. Madrasas have also formed networking and hierarchies whereby formation of madrasa organization strengthens their negotiation abilities and they are able to state their demands rather than meet the conditions stated by the government. Reform program are unrealistic and lack proper planning and control and these inherent weaknesses contribute to the inability to implement them effectively.

The research concludes with several policy implications that include enhancing the trust relationship and understanding between madrasas, government and donor agencies. Historical and socio-political factors shaping madrasas and importance of Islamic schooling in urban and rural communities must be analyzed by donor agencies in order to identify potential madrasa-reforms.  Information gaps in Islamic schools must be addressed through collection of systematic information and attempt must be made to design reforms that are realistic, time bounded and that address the problems of administrative capacity.