Discourse on Madrassah Education Reform in Pakistan: Challenges to State Narrative and its Implications

It is generally perceived that Madrassah produce extremism which possesses a threat to the peace and security of the state and to the world as well. Government along with local and International community wants to eradicate extremism and terrorism through reforming Madrassah education. The purpose of current study is to answer the question “why attempts of Madrassah reforms were unfruitful”? By focusing on it, study is divided into three phase such as to find out; different narrative on Madrassah reform, potential barriers in the way of reform and skepticisms associated with reformist policy. The main objective of current study is to understand the problems regarding Madrassah reform through realistic approach by addressing main question what are the challenges in developing alternative narrative on Madrassah reforms and its implications? The main investigation has three driving questions that what Madrassah reform means in point of view of different actors? What are main obstacles in the process of reform? And what are skepticisms about reform? In this qualitative study stakeholder interviews have been conducted. Results of the study indicates that Government narrative with regards to Madrassah education reform is to bring them into mainstream whereas religious community think that there are hidden agendas behind the modernization of Madrassahs. They viewed Madrassahs reforms to dilute the attention of religious sector from religious education to western education. Similarly, it viewed that changes in curricula, financial control, regulatory change, and vested interest are the main hurdles in the way of reform.

Autobiographies of Two Female Educational Leaders: A Case from Pakistan

The educational leadership has been studied extensively over a period of time both empirically and theoretically. The growing number of literature advocates the practices of educational leadership in different contexts and it is much explored area through qualitative case studies method, but the practices of female leadership through self-study within the qualitative paradigm is relatively less explored. Therefore, this study explores the professional practices of two Female Assistant District Educational Officers in Pakistani context through auto/biographical approach within self-study method by conducting semi-structure interviews and document analysis. The primary research participants are researcher herself from the rural area of NWFP and another female from education department of Sindh based on purposive sampling. The purpose of the study is to explore how female educational leaders develop their leadership practices despite the context specific challenges. It also aims to share the leadership practices of the female educational leaders with educational community in order to highlight the true voices and experiences in terms of challenges and possibilities faced by them. The study informs the policy makers to look at the matter of professional development of administrative staff, for addressing the contextual issues, which leads towards the effectiveness of the organization. It may be a guiding principle for educational leaders to critically reflect and examine their leadership practices irrespective of gender. The study recommends the leadership component in school curriculum in order to explore their leadership potentials. It also recommends the parental education as a part of school development plans in order to aware the parents regarding their children's leadership qualities. The study reports that the leadership practices can be developed through contextualizing the formal roles into action. Female educational leaders have little support from the socio-cultural context, but family and their individual efforts playa vital role for the development of their leadership practices. Leaders can develop their leadership practices through continuous professional development and planning in the organization. The study also challenges the beliefs and stereotype assumptions towards female educational leadership. The study reveals that mostly leadership remains contextual and depends on the personal abilities and practices of leaders, no matter the leader is male or female.