Towards Inclusive and Holistic Reform of the Madrasa in India

By Grace Mubashir, New Age Islam 12 November 2024 In Light Of The Recent Supreme Court Verdict, The Article Discusses Possible And Urgent Interventions For Reforming Madrasas For Nation-Building And Community Growth Major Point: 1. Although madrasas provide important religious education and have assisted in providing means of opening up education opportunities for underprivileged societies, it is commonly believed that reforms must enable the products of madrasas to have such competencies and awareness relevant to contemporary socio-economic reality. ------ With The Changes In Society And Economic Needs, So Does The Need For Reforms The latest verdict by the Supreme Court to uphold the Uttar Pradesh Madrasa Act has reignited one important debate concerning the state and reform of madrasa education in India. This judgement calls for regulatory frameworks to frame regulations to bring about an elevation in standards across madrasas in the country, which have been the backbone of Islamic education in India for centuries. Although madrasas provide important religious education and have assisted in providing means of opening up education opportunities for underprivileged societies, it is commonly believed that reforms must enable the products of madrasas to have such competencies and awareness relevant to the contemporary socio-economic reality. Reforms in curricula, teaching methods, and other related areas today could enable more balanced education through madrasas while retaining the underlying religious spirit. Madrasas' Historical Significance and Current Challenges Institutions that have been in existence for centuries, madrasas began as centres for education in literacy, moral instruction, and religious understanding. Their curricula and methods have been relatively unchanged for the last few centuries, heavily weighted towards the highly narrow Dars-e-Nizami, an 18th century curriculum highly weighted towards Islamic jurisprudence, theology, and Arabic. The curriculum does support religious literacy but has equipped madrasa graduates less well than others for advanced degrees or professional work. ------------------------------------------------------------------------------ Also Read: Madrasa Education is a Clear Violation of the Human Rights of Children: Sultan Shahin asks UNHRC to make Muslim Countries Stick to their Pious Declarations ------------------------------------------------------------------------------ The diversity of madrasas varies - from wholly government-aided institutions to those that are independently funded. According to Muslim Mirror, most madrasas cater to a huge population in regions where public educational infrastructure is inadequate. They impart basic literacy along with community-based religious teaching. However, these lack standardization and modern resources; this results in huge quality disparities between madrasas. With the changes in society and economic needs, so does the need for reforms. Some of the issues that cry out are the isolation of madrasas from national mainstream educational streams, lack of choice for careers upon completion, and poor infrastructure. Additionally, long-standing misconceptions about their association with extremism created a hostile public image, which further isolated madrasas from national education standards and made it nearly impossible to push for reforms. Why Madrasa Reform Is the Need of the Times Reforming madrasa education is thus a prime necessity for multiple reasons, ranging from the social integration of these students into India's broader educational as well as professional ecosystems to redressing socio-economic inequalities within marginalized groups. As highlighted in an article published in Milli Gazette, most graduates from madrasas are limited to religious or community-centric roles based on their knowledge gap in secular subjects. This could actually make students capable of embarking on different career streams, thus paving the way for increased social mobility and less unequal educational and economic repute. ------------------------------------------------------------------------------ Also Read: Evolution of Hadith Sciences and Need for Major Paradigm Shift in Role of Hadith Corpus and Scope of Madrasa Education ------------------------------------------------------------------------------ Secular subjects and vocational skills also help battle such public misconceptions about madrasas. Apart from these, misconceptions have branded madrasa graduates, reduced their confidence, and degraded their status in society. Such reforms that introduce subjects like mathematics, science, and technology with religious education would help destroy these stereotypes of madrasas and prove that madrasa graduates can be decently well-rounded people who can sincerely contribute to society. Proposed Reforms of Madrasa Education There needs to be a balanced approach towards reform in the madrasa education, maintaining the integrity of religious instructions but enhancing curricula, resources and teaching methods. A few key reform strategies follow: 1. Curriculum Modernization In the madrasa curriculum, introducing secular education will help students in their more complete education. Topics such as mathematics, science, and social studies combined with computer skills will help students acquire practical skills applicable in any profession. As noted in Sabrang India, this integration can help students gain critical thinking skills and critical perspectives on modern issues. Mathematics and Science: Such subjects can further enhance logical reasoning and problem-solving skills. Students can also get an overall understanding of science on how to relate to the modern world as well as to the natural world. Social Studies: General knowledge of history, civics, and geography will enhance a social sense and awareness of culture to enable them better position themselves not only in Indian society but also globally. Computer Literacy: Technological know-how is the gateway to the job market of today. This training in digital literacy readies them to open up to online education, remote work opportunities and even entrepreneurial ventures, making Madrasa graduates more adaptable in the workplace. 2. Teacher Training and Professional Development Of course, good quality teaching has to be improved on in order to achieve successful reform. Most madrasa teachers are trained in religion rather than pedagogy or in the relevant secular subjects that they would be teaching. Training programs may be solely focused on pedagogy, acquiring secular subject expertise and modern educational methods, significantly enhancing the quality of education. Professional Development Programs: Training in strategies for effective teaching, classroom management, and subject-specific instruction through workshops and certification programmes can be offered to the teachers. Appointment of Subject Teachers Who Are Secular Professionals: Educators who are appropriately qualified can be appointed to handle subjects like mathematics, science, and social studies to ensure that quality teaching is not compromised while imparting a full-rounded education. ------------------------------------------------------------------------------ Also Read: RESTRUCTURING MADRASA EDUCATION: Muslim Opponents of India’s 'Right of Children to Free and Compulsory Education Act' are Enemies of Indian Muslims ------------------------------------------------------------------------------ 3. Infrastructure and Resource Development This translates to many madrasas with woefully poor infrastructure such as a library or laboratory with limited, if any, technological support. Enhancing the facilitation of infrastructure funded by the government and NGOs will help enhance the learning atmosphere for students. Improved Infrastructure: Renovation or construction of classrooms, libraries, and computer labs would make students adopt resource-based interactive learning Learning Material: Textbooks, digital teaching resources, and science kits distributed to students can facilitate the improvement of the student's interaction with their secular subjects. 4. Vocational Training and Career Counselling Most career choices remain closed for Madrasa graduates, but the vocational training that can be imparted may train students in practising skills applicable directly to labor markets. Such courses may include tailoring, carpentry, IT-based, and entrepreneurial ventures that make graduates more marketable on the employment front. Vocational Courses: The fact that students can get skill-based training will enable Madrasas to send out self-supporting students who may then pursue religious vocations if they so desire. Career Guidance Programmes: Career guidance programmes could inform students about more substantial types of professions and help them set educational and professional goals. 5. Access to College College access is one of the significant barriers that most Madrasa students face because they do not have an education relating to the mainstream standards. Bridge programs that bridge the qualification found in madrasas with national educational standards may ease the process of student entry into colleges interested in pursuing a college degree. Bridge Programs and Standardised Testing Preparation: This shall provide preparation courses in standardised testing and curriculum alignment with a state or national set of curricula standards to open avenues for Madrasa students to enter colleges and universities. Certification Recognition: There should be recognition, for the purpose of advanced studies or specialised training, of Madrasa qualifications by the universities. 6. Regulation and Standardization The requirement for a standardised curriculum framework across Madrasas to be able to impart uniform quality is provided with just the right amount of institutional autonomy so that reforms are handled with participation from the very independent nature of the Madrasas itself. Accountability: Evaluation and monitoring mechanisms might be able to keep check on Madrasas while not allowing the secular, governmental element to impede the mission of these schools. Community-Focused Regulation: Policies that involve community leaders and give the Madrasas independence to govern can also promote reform without resistance. Engaging reforms in a broad-scale culture-sensitive manner with the community at large can be achieved through this measure. Case Studies: Reforms In Madrasa That Have Been Successful In Indonesia and Malaysia, the madrasas have ensured that secular subjects are included within their system, so that religious teaching is complemented by a balanced structure of broader educational objectives. For example, in Indonesia, madrasas provide a mixed curriculum that prepares students for study in theology and also for employment in the secular world as well, and other such majority Muslim countries can take inspiration from this example. Malaysia focuses on a two-way curriculum, where a student learns Islamic teachings along with science, technology, and English. One example in this regard can be the state of Kerala in India, where the government has already tested similar reforms with the government-aided Madrasas which have included secular subjects as well as vocational training. Such case studies have demonstrated that balanced reform is indeed possible as well as it establishes an ambience whereby students excel both in the religious and secular domains. Challenges to Reform: Overcoming Obstacles Madrasa system reform presents obstacles on many planes-religious, cultural, economic, and practical. This, then, is exacerbated by a kind of resistance from traditional and hard-line groups that abhor change, especially changes perceived as diluting religion by secular education. Community Participation: Involving local leaders, religious scholars, and parents in the reform process will minimise apprehensions that modern secular subjects betray the foundational values of Islam. Resource Scarcity: Most Madrasas lack adequate resources and, consequently, can't afford sufficient funds to develop their infrastructure or accommodate more teaching staff. The government can supplement these resource deficiencies through different funds, private donors, and NGOs. Maintaining autonomy, but with some oversight, reforms must not hog-tie madrasas in a compliance manner. Rather, it should support the institution rather than control it. Conclusion Reforming Madrasa education in India is both a challenge and an opportunity. While integrating secular subjects, improving infrastructure, and broadening career pathways, Madrasas can remain vital institutions for the Muslim community and prepare their students to interact with a larger world. Neither would this development diminish their religious foundations; rather it would empower their students with skills that help them thrive in a variety of settings, coupling tradition with modernity. By validating the Uttar Pradesh Madrasa Act, the Supreme Court opens up avenues for further reform and regulation; therefore, it represents a crucial step forward towards more inclusive and effective Madrasa education in India. With careful planning, inclusive dialogue, and respect for the values of the Muslim community, Madrasa education may finally become an asset for India's educational landscape, offering students a balanced, comprehensive education to prepare for success in both religious as well as worldly spheres. ------ A regular columnist for NewAgeIslam.com, Mubashir V.P is a PhD scholar in Islamic Studies at Jamia Millia Islamia and freelance journalist. 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