The Development of Teachers’ Training Practices of Madrasa Education in Pakistan Enlightened Educational Policies (1947-2024)

Abstract

Madrasa education is a significant component of Pakistan’s educational landscape since independence. Although the role of Madrasa is crucial to providing Islamic, religious, and social services, the history of Madrasa remained disconnected from formal education reforms, especially in the context of teacher training. This study examines the historical development of teacher training practices in madrasa education in Pakistan from 1947 to 2024, Educational policies. Applying a qualitative document analysis approach, the study reviews national education policies, reform programs, ordinances, and secondary literature related to madrasa reforms. The findings disclose three major phases in the evolution of madrasa teacher training: first Neglect and separation (1947–2001); second, securitization and regulation (2001–2015); and third, mainstreaming and pedagogical integration (2015–2024). The research determine whereas latest reforms initiated institutional frameworks for teacher training and curriculum integration, challenges related to implementation, funding, political opposition, and organization continue to prevent sustainable development. The study suggests collaborative and context-sensitive training frameworks for better professional development of madrasa teachers in Pakistan.