In the Ottoman Empire as a multi-ethnic, multi-national and multi-religious society, madras as a symbol of the state initial educational system had an increasingly important role in bringing a degree of general education to broad groups at the grassroots levels of society. Indeed the majority of Kurdish speaking regions which were under the control of the Ottoman Empire at that time were affected by the madrasa system. Although technically, a madrasa is an institution where lessons are imparted but in the Arabic-speaking world, the term applies to all sorts of schools, including both those that teach only the traditional Islamic subjects as well as those that are completely secularized and have no provision for religious education. However, in addition to study the structure and organization of madrasa system as a traditional learning system, as a meta-analysis work this paper aims to highlight the impacts of madrasa system on the Kurdish traditional schools in which many Kurdish scholars had been educated and nurtured. Furthermore, these two learning systems will be compared in terms of their curriculum, teaching methods and the way by which learners were evaluated.
