Abstract
Appraisal and critique over Pakistani Madrasahs is remained vide debated issue since many decades. Specially, media focused Pakistani Madrasahs at large scale after 9/11 incident. Madrasah is a private sector that provides free of cost formal education with boarding and some other facilities. This system of education is very strong and imparting sound religious knowledge to the students. Madrashs’ curriculum is based on Dars-e-Nizami that is implemented with minor modifications and enhancement, this Curriculum mainly consists of religious sciences. Madrasahs have their own management system under five wafaqs (federations) which are linked with particular school of doctrinal orientation. These wafaqs define the curriculum, register Madrasahs and their students; conduct examinations of various levels and award certificates to the graduates. The structure of grade levels is set up parallel to the mainstream education system from primary to graduation and specialization levels.In this study, the researchers aim to analyze the Sanaviyah Amah curriculum of Madrasahs in Pakistan. Therefore, this paper is an attempt to discourse and analyze the current Sanaviyah Amah curriculum of Madrasahs in Pakistan which is implemented by five wafaqs (federations) of Madrasahs in Pakistan. Sanaviyah Amah is equivalent to the secondary level of mainstream education system. The scope of the study is to analyze the existing position of Sanaviyah Amah curriculum. The major objectives of the study are: a) to explore the philosophy, aimsand objectives of the exiting curriculum, b) to analyze the contents of curriculum of all wafaqs, c) to analyze the teaching methodology at Madrasah, and d) to analyze evaluation of Sanaviyah Amah in Madrasah of Pakistan. Tyler’s model is used in this study for the analysis of Madrasah curriculum in Pakistan. Finally, the findings reveal that the Sanaviyah Amah curriculum of wafaqs has some weaknesses. This paper provides an overview of five wafaqs’ curriculum and suggests the steps tofollow the educational philosophy for the improvement of the curriculum.