EDUCATIONAL DUALISM IN KHYBER PAKHTUNKHWA: EXPLORING THE STRUCTURAL AND SOCIO-CULTURAL DIVIDE BETWEEN SCHOOLS AND MADRASSAS

Abstract

This study examined educational dualism in Khyber Pakhtunkhwa by exploring the structural and socio-cultural divide between formal school and madrassa education systems. The research was grounded in a qualitative interpretivist paradigm and employed semi-structured interviews alongside curriculum analysis to generate in-depth insights from educators in both systems. A purposive and snowball sampling technique was used to select 46 participants, equally divided between school and madrassa educators. Thematic, content, and discourse analysis were applied to interpret the data.

Findings revealed that educational dualism is sustained by two interrelated dimensions. Structurally, inadequate school infrastructure, governance weaknesses, and financial constraints limit access to quality formal education, thereby increasing reliance on madrassas. Socio-culturally, religious values, parental preferences, and community norms strongly influence educational choices, reinforcing the legitimacy of madrassa education. Curriculum analysis further highlighted a clear epistemological divide, with schools emphasizing modern, skill-based knowledge and madrassas focusing on religious instruction. This separation contributes to unequal learning outcomes and divergent socio-economic opportunities.

The study concludes that educational dualism is not merely an institutional arrangement but a deeply embedded socio-cultural and structural phenomenon. It has significant implications for equity, human capital development, and social mobility. Policy interventions are required to improve public education quality and promote greater curricular integration between the two systems.