Madrassas are religious schools that teach Islam, with an estimated 20,000 in Pakistan. They provide free education for poor students, teaching them to read and recite the Quran. However, extremism and sectarianism can grow in some madrassas' curriculum and culture. There are also reports of lack of oversight and even child abuse in some madrassas. Functionalists argue madrassas still serve an important function by providing education to many with few options, but critics call for reforms like compulsory registration and standardization to address these issues.

2.  Def: A madrassa, in its most basic form, is a
religious school that teaches Islam.
 Madaris in pakistan: According to conservative
estimates there are approximately 20,000
madrassas in Pakistan (USCIRF 2011).


3. Dar-ul-Ulum Deoband,
(SUNNI)
Wifaq-ul-Madaris al-Shi‘a,
(AHL-E-TASHEEH)
Tanzim-ul-Madaris
(BARELVI)
Wifaq-ul-Madaris al-Salfiya
(AHL-E-HADITH)
Rabita-al-Madaris
(JAMMAT-E-ISLAMI)

4.  Madressahs provide free religious education,
boarding and lodging and are essentially schools
for the poor.
 A madressah student learns how to read,
memorize and recite the Quran properly.
 The graduating students are called Huffaz-i-Quran
(those who memorize the Arabic text of the Quran)
or Qaris (those who can recite Quranic verses with
proper Arabic pronunciation)
 Those with advanced theological training are
known as Ulema (religious scholars).
 (ICG Asia Report 2002, p.1)

7.  Extremism: Hate towards other sects grows healthier in
madrassas.
 Curriculum: Unlike in public and private schools, the language
of instruction in madrassas is Arabic and the syllabus focuses
solely on Quranic teachings, interpretation of the Quran and
Hadith, Islamic Jurisprudence, Arabic Literature, and Arabic
Grammar.

There is no uniform curriculum or set of teachings across these
five types of madrassa. each type of madrassa follows its own
exclusive texts with their specific and sectarian interpretations of
Islamic teachings (ICG Asia Report No. 130, 2007, p.14).


8.  Terrorism:
Jalaluddin Haqqani,
Yunis Khalis Muhammad Nabi Muhammadi
were products of the Darul Uloom Haqqania madressah, Mullah
umar was also product of the same madrassa.
 Sectarianism:
 (a)The syllabus and methods of education used in the madrasas
 (b) Blind faith, personality worship (shaksiyat parasti) and the
resultant emotional extremism and
 (c) The quest for power and wealth, whether out of greed or
compulsion.

9.  Child abuse: Qaris are reported harassing
pupils.(taalibs)
A boy tells what he saw in a qaris office !
“[1]The Naib Nazim had made him turn around, and had placed his
hand inside the boy’s underpants. He was sexually abusing him.
The boy could easily have been me.
I was absolutely devastated. Shaking, I fled the scene, tears streaming
down my shocked face. *(By Farhan Jaffri Published: December 10, 2011)
http://blogs.tribune.com.pk/story/8983/what-really-happens-inside-a-
madrassa/

10.  Lack of opportunity
 Cultural lag is created
 Sense of alienation
 No higher education
 Lack of exposure
 Corporal punishment

11.  Functionalists:
 The functionalists would always support
madrassas for they are performing a very important
function for the survival of society ,ONLY 6% of madrassa
students cite religious reasons for attending madrassas,
while 89% cited economic reasons (SPDC 2003).

12. The children of madrassas and those
enrolled in elite institutes are in a
clear state of conflict.

13.  Compulsory education
 Exemplary punishment
 Registration of madrassa
 Stop patronage
 Hate speech
 Accountability
 De weaponize
 Societies' role