Mian Tahir Saleem Advocate
The discussion regarding religious seminaries in Pakistan is often limited to curriculum reform, registration, mainstreaming, and alignment with modern requirements. However, the ground reality is that a few institutions are quietly creating balanced and self-sufficient educational models that go beyond mere theoretical discussions and provide practical examples. Jamia Mansooran, managed by Jamaat-e-Islami in Hala Tehsil of Matiari District, Sindh, is one such institution, which has been providing continuous academic services since 1952.
The biggest challenge after the establishment of Pakistan was the formation of a coherent educational structure. Limited resources, administrative weaknesses, and policy inconsistencies kept this process slow. In such an environment, Maulana Shafi Nizam’s dedication of three hundred acres of land was not just a welfare step but a reflection of a long-term educational vision. The annual income of about Rs. 15 million generated from the fifty-acre campus and 250 acres of agricultural land provides the institution with a stable financial base. This model is important because it is based on internal resources rather than being completely dependent on external aid or one-time donation campaigns — a strong example of educational autonomy.
The structure of Jamia Mansooran is also noteworthy in terms of curriculum. Providing contemporary education up to MA with religious studies indicates that the institution is not limited to religious education alone but is trying to create a comprehensive educational identity. Pakistan’s national education policies have repeatedly emphasized that education should be holistic, combining intellectual, moral and professional skills. Seen in this context, Jamia Mansooran’s model seems to be in line with the basic goals of the policy.
However, the real life of any educational model is its quality and monitoring system. The education and training of more than fifteen hundred students is a major administrative and pedagogical challenge. The question is whether there is an effective system for professional training of teachers, continuous updating of the curriculum and assessment of educational outcomes? If these elements are strong, this institution can become an exemplary model not only at the regional but also at the national level.
In the discussion of educational reforms at the national level, the focus is usually on the public and private sectors, while the experiences of religious and semi-governmental self-sufficient institutions are less discussed. The model of Jamia Mansooran indicates that if there is a vision, proper planning of resources and transparent management, education can be built on sustainable foundations. Making such models part of the national educational dialogue is the need of the hour.
Ultimately, the standard of success of any institution is determined by the intellectual breadth, social character and professional performance of its graduates. If Jamia Mansooran maintains its educational standards and self-sufficient structure while remaining consistent with the national regulatory framework, it can become a sustainable and balanced educational model not only for Hala but also for the entire country — a model that is a symbol of integration rather than division.
