Religious Education
Analysis over the Years
Abstract
Abstract Views: 94
The present study is an effort to gather research aspects for religious education in Pakistan. Religious education, most commonly known as madrasa education, has a profound history titled as Nizamiyah. Historical changes in the Muslim regions have influenced this mode of education as well. It has been argued by some researchers that positivity of faith based education has diminished due to the changes in international political and economical scenario. Terrorism was found to be a strongly associated variable with madrasa education and researchers have reasoned it with poverty, strong mentoring system and misconceptualizations of some religious beliefs. This study has found that while madrasas are perceived very negatively, research shows that there are positive influences regarding availability of education and women empowerment. The negativity is attributed largely to media misrepresentation and political interests.
Downloads
References
113, (2003): F64-98; Erik A. Hanushek, E. and Ludger Woessmann. “The Role of
Cognitive Skills in Economic Development,” in Journal of Economic Literature,
46(3), (2008): 607-68. 2
William N. Evans and Robert M. Schwab, “Finishing High School and Starting College: Do Catholic Schools Make a Difference?” in Quarterly Journal of Economics,
110, (1995): 941-974; William Sander, “Catholic Grade Schools and Academic
Achievement,” in Journal of Human Resources, 31 (1996): 540-548; Derek A. Neal,
“The Effects of Catholic Secondary Schooling on Educational Achievement,” in
Journal of Labour Economics, 15, (1997): 98-123; S. J. Prais, “The Superior Educational Attainments of Pupils in Religious Foundation Schools in England,” National
Institute Economic Review, 193, (2005): 102-105. 3
Muhammad Waqas Sajjad, “Madrasas in Pakistan: Thinking Beyond Terrorismbased Reforms,” in Strategic Studies, 29(4), 2009. 4
M. Farooq, and A. Ali, “Religious Education: A Comparative Study of Girls‘ and
Boys‘ Curriculum of Pakistani Deobandi Madrasas,” in Journal of Research (Humanities) Vol. 27, (2007): 47-70. 5
Salim Mansur Khalid and Muhammad Fayyaz Khan, “Pakistan: The State of Education,” in The Muslim World, 96(2), (2006): 305-322; Syed Rashad Bukhari, and
Khalid Rahman, “Pakistan: Religious Education and Institutions.” The Muslim
World, Vol. 96, (2006): 323-339; Åge Diseth, Ole-Johan Eikeland, Terje Manger,
and Hilde Hetland, “Education of Prison Inmates: Course Experience, Motivation,
and Learning Strategies as Indicators of Evaluation,” in Educational Research and
Evaluation, 14(3),(2008): 201-214. 6
Peter W. Singer, “Pakistan‘s Madrassahs: Ensuring a System of Education not Jihad,” The Brookings Institution Analysis Paper #1, 2001; Hussain Haqqani, A History of Madrassa Education, Education in the Muslim World: What next?, (2002). Retrieved from http://aed.org/publications/GLG EducationMuslimWorld.pdf .
http://articles.timesofindia.indiatimes.com/2013-02-
12/mumbai/37058191_1_Madrassa-education-mainstream-educationsystem-muslimpersonal-law-board 7
Tariq Rahman, Denizens of Alien Worlds: A Study of Education, Inequality and Polarization in Pakistan (Oxford University Press, Pakistan, 2004) 8
Syed Rashad Bukhari and Khalid Rahman, “Pakistan: Religious Education and Institutions,” 323-339. 9
Åge Diseth, Ole-Johan Eikeland, Terje Manger, and Hilde Hetland, “Education of
Prison Inmates: Course Experience, Motivation, and Learning Strategies as Indicators of Evaluation,” 201-214. 10 Salim Mansur Khalid and Muhammad Fayyaz Khan, “Pakistan: The State of Education,” 305-322. 11 Mosharraf Zaidi, “Education Fairy Tales for Adults,” The News, 28 Jul. (2009): 5. 12 Jishnu Das, Priyanka Pandey, and Tristan Zajonc, “Learning Levels and Gaps in
Pakistan,” World Bank Policy Research Working Paper 4067, (2006) 13 Muhammad Asadullah, “Returns to Private and Public Education in Bangladesh and
Pakistan: A Comparative Analysis,” in Journal of Asian Economics, 20(1),
(2009):77-86.
This work is licensed under a Creative Commons Attribution 4.0 International License. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
.png){kind=icon}
