Curriculum and Pedagogical Differences Between Qawmi and Aliya Madrasas

Islamic education in Bangladesh is bifurcated into two historically distinct and institutionally separate systems: the Qawmi madrasa system, rooted in the Dars-e-Nizami tradition and operating outside state regulation, and the Aliya madrasa system, a state-supervised hybrid that integrates modern secular subjects with Islamic studies. This literature review synthesises existing scholarly work on the curricular structures, pedagogical philosophies, teaching methodologies, and socio-religious outcomes of both systems. Drawing on sources from educational sociology, Islamic studies, development studies, and South Asian religious history, the review identifies critical points of convergence and divergence between the two systems, examines debates about their relevance to contemporary socio-economic realities, and highlights gaps in the existing research literature. The findings suggest that while both systems share a foundational commitment to the formation of Muslim identity and the transmission of religious knowledge, they diverge profoundly in epistemological orientation, instructional method, institutional governance, and graduate outcomes. This review contributes to ongoing scholarly discourse on madrasa reform, faith-based education, and the politics of Islamic pedagogy in South Asia.