Public and Private in Muslim Education: Funding, Control, and Autonomy Across Different Systems

Abstract

This article undertakes a comparative analysis of the complex dynamics between public (state-funded) and private (non-state) provision in Muslim education across diverse global contexts, framing an investigation into how varied systems of funding, control, and institutional autonomy fundamentally shape the educational experience and outcomes for Muslim students. The research identifies three main overlapping models: fully public systems, where the state entirely funds and manages the curriculum, leading to lower institutional autonomy but higher standardization; fully private/Waqf systems, historically self-funded through endowments or community tuition, enjoying high autonomy but often facing challenges in quality assurance; and hybrid systems, where private institutions receive significant state subsidies in exchange for curriculum compliance and regulatory oversight, creating a delicate balance between public control and private autonomy. By analyzing policy documents and case studies from multiple countries, this paper explores the trade-offs inherent in each system, revealing that the source of funding and the degree of state control directly impact pedagogical freedom, curricular flexibility, and the ability of institutions to balance traditional religious learning with modern skill acquisition. The study offers insights crucial for policymakers navigating the tension between national educational goals and the community's desire for religious self-determination.