Reforming seminaries

Religious schools, or madrasas, have been integral to the cultural and educational landscape of the subcontinent and the broader Muslim world for centuries. At the time of the independence, around 250 madrasas existed in Pakistan. Since then, these religious institutions have experienced exponential growth, with tens of thousands of them now operating across the country. These madrasas collectively enrol millions of pupils and employ nearly 75,000 teachers. However, a significant proportion of these institutions remain unregistered.

The expansion of madrasas was notably accelerated during the regime of General Ziaul Haq, who implemented an 'Islamisation' agenda and directed funds to specific madrasa networks. This period also saw the state's use of Islamist militants for proxy wars in the 1980s and 1990s, creating an environment where both sanctioned and unsanctioned madrasa networks flourished. Subsequently, under General Pervez Musharraf, there was an attempt to reform madrasas. This initiative, partly motivated by Western pressure during the 'war on terror,' faced significant resistance from madrasa authorities who opposed government efforts to register and regulate them. The lack of cooperation led the state to rely on law enforcement to target extremists linked to madrasas, resulting in incidents such as the Lal Masjid operation of 2007. This violent confrontation underscored the tensions between the state and madrasa authorities, as the latter viewed themselves as educators for some of the country's poorest children rather than national security threats.

While these enforcement actions did help identify and neutralise extremist elements, they also deepened mistrust between madrasa authorities and the government. Since Musharraf's tenure, numerous reform initiatives have been proposed, yet the state has struggled to implement a progressive solution. The latest development in this ongoing saga is the proposal by Maulana Fazlur Rehman to amend the Societies Registration Act, 1860. This act, originally designed to regulate charitable, literary, scientific and cultural societies, does not explicitly mention madrasa education in its preamble. Incorporating madrasas into this act could create inconsistencies with its original intent and conflict with existing legislation, such as the Madrassah Education Board Ordinance 2001 and the Islamabad Capital Territory Trust Act 2020. This overlap may lead to administrative conflicts and complicate the registration process under different legal frameworks.

The proposed amendments focus primarily on the registration of madrasas. However, registration alone is insufficient. There is an urgent need for comprehensive curriculum reform. This includes removing sectarian and hate-filled material from madrasa courses and equipping students with practical skills to enhance their employability upon graduation. With millions of students studying in madrasas and thousands graduating each year, a critical question arises: how will society absorb these alumni? The nation requires only a limited number of clerics, leaving many graduates without viable career paths.

To address this issue, it is essential to introduce vocational and market-oriented training in madrasas. By teaching skills that align with the needs of the labour market, madrasa graduates can become productive members of society and contribute to the economy. However, resistance from the clergy is expected, as many religious leaders view such reforms as an encroachment on their domain.

Madrasa reform is undeniably a monumental task, requiring a multi-pronged and persistent approach. The government must adopt a holistic strategy that focuses on education, employment and engagement. Reforming the curriculum to include both religious and secular subjects, alongside vocational training, can empower madrasa students to transition successfully into mainstream society. This approach is the most sustainable way to address national security concerns linked to the sector while simultaneously fostering social and economic development.