Madrasa Education in India

Table of Contents

Introduction

Madrasa education in India traditionally emphasizes Islamic studies like the Quran, Hadith, and Sharia law. Despite regulations mandating the inclusion of modern subjects and regional languages to ensure a well-rounded curriculum, adherence to these legal requirements varies significantly across madrasas. This inconsistency can lead to discrepancies in educational standards within the madrasa system.

The aim of this blog is to explore the complex role of madrasas in India: do they contribute to the radicalization of Muslims, or do they serve as essential educational institutions that help integrate Muslim youth into the broader fabric of Indian society? This exploration is crucial in understanding whether madrasas are a hindrance to or a facilitator of progress for the Muslim community in India.

Historical Context and Growth

The evolving role of madrasas from purely religious institutions to centers of learning reflects a rich historical journey that has been shaped by both internal dynamics and external influences over the centuries.

Madrasas have a long and complex history in India, traditionally focused on preserving and teaching Islamic law and theology. These institutions date back centuries, but the rapid growth of madrasas, particularly from the 1970s onward, reflects both increased religious consciousness and the influx of foreign funding, notably from certain Middle Eastern countries. This funding, while sometimes aimed at supporting education, has also raised concerns about its role in promoting radical ideologies in India.

Investigations have revealed that some madrasas receive financial backing from external sources, including certain Islamic nations, to propagate more conservative or radical teachings, often without transparency or proper oversight. Such illegal or unregulated funding has fuelled fears that madrasas may be used to instil extremism in young minds rather than focusing on a balanced, well-rounded education. In places like Assam and Uttar Pradesh, concerns over this type of funding and its influence have prompted government scrutiny and calls for reforms in madrasa education. This influx of external funding and the controversies surrounding it coincided with the dramatic growth of madrasas across India.

By the early 21st century, the number of madrasas in India had escalated to hundreds of thousands, enrolling millions of students. This increase is particularly notable in underserved areas with high population densities where public education systems often struggle to meet demand. These areas often overlap with regions experiencing rapid population growth. Some analyses correlate this demographic trend with limited access to female education and broader socio-economic challenges within Muslim communities that engage with madrasa education. This scenario underscores the complex interplay between education, demographic shifts, and socio-economic factors, highlighting the pressing need for educational reforms that address both religious and secular learning needs.

Illegal funding from abroad, particularly from countries with strong ideological leanings, has heightened concerns about radicalization. Reports have shown that such funding has at times been linked to promoting teachings that isolate madrasa students from broader societal frameworks, pushing narratives that may contribute to extremism.

Curriculum Overview

As madrasas proliferated, influenced by foreign funding and rising religious consciousness, their educational offerings also began to evolve, leading us to examine the specific components of their curriculum today.

Madrasas in India typically blend religious education with modern secular subjects to varying extents. The core curriculum focuses on Islamic studies, including Quranic studies, Hadith (sayings and practices of the Prophet Muhammad), Fiqh (Islamic jurisprudence), and Arabic language, critical for understanding Islamic texts. Over time, and particularly under modernization efforts, subjects such as Mathematics, Science, English, and Computer Science have been introduced to help students navigate the contemporary world.

The government’s Scheme to Provide Quality Education in Madrasas (SPQEM) was launched to enhance this integration by funding the inclusion of modern subjects in madrasas. However, implementation has been inconsistent, with issues such as delays in funding, lack of trained teachers, and infrastructural deficiencies hindering progress. This has resulted in varied adoption rates across different regions, with some madrasas embracing the changes more fully than others.

To illustrate the real-world impact of these curricular changes and the challenges in implementation, consider the experiences shared by students in the ‘Madarsa Education: मदरसों के बच्चे क्या पढ़ते हैं, क्या बनते हैं? Madarse Students’ video, which provides firsthand insights into the daily academic life within these institutions.

Here is a transcript from “Madarsa Education: मदरसों के बच्चे क्या पढ़ते हैं, क्या बनते हैं? Madarse Students” video:

Questioner: When did you join the madarsa?

Student 1 (age about 12 or so): Just recently

Questioner: How many hours do they teach you?

Student 1: Class starts at about 7:00/ 7:30 to 12:45 or so

Questioner: What do they teach you?

Student 1: Hindi, English, Urdu and other subjects.

Questioner: What did you learn in Hindi and English so far.

Student 1: (speechless)

Questioner: Okay, tell me what you learned from Quran.

Student 1: Bismillah hir rahman nir Raheem… (Speaks in perfect Arabic accent)

Questioner: you tell, what have you learnt?

Student 2 (age about 18 or 20): My name is Amal Sharif

Questioner: You can talk in English?

Student 2: Of course, little bit.

Questioner: Do they teach English here?

Student 2: Yes

Questioner: Which class are you studying?

Student 2: I am studying in Fazilat (degree of excellenc) last year…

Questioner: What do you study here?

Student 2: Here the main focus is on Islamic studies such as Tafseel, Hadith… We also study English as well and English is one of the subjects

The disparity in understanding between subjects like Hindi and English compared to religious studies highlights the uneven implementation of the curriculum. This is further demonstrated in the subsequent conversation with an older student, showcasing how these gaps affect students’ broader educational outcomes.

TV शैतान है,बड़े होकर मौलवी बनेंगे, Muslim बच्चों को ये सब कौन सिखा रहा है? Gujarat Election

Questioner, while discussing with six students who study in Madarsa reply they want to be Maulvi with one exception who wanted to pursue professional carrier. All are aged 11 to 13 years or so. When asked to one of the students who was Yusuf Pathan, who was – who was – who was – he was speechless. On Virat Kohli he replied he knew. None of them had a TV at home. They said in one voice that TV is a shaitan and hence we should not have it at home.

While some students show a basic familiarity with languages like English, the depth of their secular education remains shallow, as seen in their interactions about career aspirations and general knowledge. This issue is starkly illustrated in our next interview, where the fundamental understanding of science and global figures like Einstein is questioned, reflecting a resistance to non-religious education.

15 Year Old Pakistani Madrasa Student Education | pakistani reaction

Questioner: Which class do you study?

Student: Tenth.

Questioner: Tell me something about Einstein.

Student: Why should I tell about Einstein?

Questioner: He was a great scientist.

Student: Why do you want to take me away from Islam?

Questioner: Einstein will take us in the world of science

Student: I donot want to go to the world of science

Questioner: Look up. What is there?

Student: Moon.

Questioner: India is sitting on the moon.

Student: Let India sit there. They are our enemies. And we are their enemies.

Questioner: Son, you are studying in 10^th class. Where did you get so much poison from?

Student: Kafirs have filled us with poison.

…

These dialogues underscore the critical need for an educational framework that not only respects religious teachings but also equips students with essential knowledge and skills for the modern world. The strong emotional response against secular subjects like science shows the challenging road ahead for educational reform within such institutions

The video displays a number of interviews of different people who just criticize India while avoiding question why they should not study science.

This video gives a peep window into the madrasa education in India. The last one displays education in Pakistan and how hatred is implanted in young kids against India and not caring for how they should take Pakistan on the path of progress.

The narratives captured in these interviews reflect a spectrum of student experiences and the varying effectiveness of curriculum modernization. They highlight the complexities of balancing traditional Islamic studies with new academic demands in a rapidly changing educational landscape.

https://youtu.be/Efir3CLzFoc?si=UFmifiZLZGZZcip7

https://youtu.be/VzoLwXcG-kY?si=2GVSZkWlOrgbghV2

https://youtu.be/3DnAMXKSrx4?si=1M9zhbCUIecUHDUR

https://youtu.be/uDcKZSb5-mw?si=sJBJVcTlCu885vB1

Legal and Political Developments

These legal changes set the stage for numerous practical challenges, as madrasas navigate the complexities of complying with new educational standards while maintaining their religious and cultural essence.

With the diversification of the madrasa curriculum comes the necessity for oversight, which has been shaped significantly by recent legal and political developments aiming to integrate these educational institutions more closely with national standards.

Recent years have witnessed significant legal and political shifts that have profoundly impacted madrasa education in India. Notably, the Allahabad High Court’s decision to strike down the Uttar Pradesh Board of Madrasa Education Act was a pivotal moment. The court cited violations of secular and equality principles outlined in the Constitution, reflecting broader legislative efforts aimed at integrating madrasa education more closely with the national education framework to ensure a uniform standard of education.

These legal interventions have sparked widespread debate within the Muslim community, touching on issues of religious autonomy and the role of government in religious education. Reactions have varied, ranging from support for modernization efforts to concerns over the potential erosion of religious and cultural identity. These debates highlight the complex interplay between law, politics, and religious education in India.

Constitutional Framework and Minority Rights

Minority Educational Rights:

The Constitution provides specific rights for religious and linguistic minorities under Article 30, allowing them to establish and administer educational institutions that integrate their religious and cultural values into their curricula. This is seen as a crucial measure to preserve cultural and religious heritage.

Secular Framework:

Conversely, the Constitution mandates a secular approach in publicly funded educational institutions. Article 28 prohibits any religious instruction in schools wholly funded by the State, ensuring that these institutions maintain a secular character. This legal structure supports India’s commitment to secularism and equality, aiming to balance the rights of all communities in a diverse, multicultural nation.

Protection and Integration:

Articles 29(1) and 29(2) protect the rights of minorities to conserve their culture, language, and script, and safeguard against discrimination in educational admissions. These articles, together with Article 30, form a protective framework that allows minorities to maintain their distinct identities while contributing to the nation’s multicultural fabric.

Challenges and Controversies in Madrasa Education

Funding and Administrative Breaches

The implementation of the Scheme to Provide Quality Education in Madrasas (SPQEM) has encountered significant challenges, particularly with funding and administrative oversight. Delays in disbursing funds and breaches in administrative protocols have led to uneven progress across madrasas, undermining the effectiveness of the scheme aimed at modernizing and improving the educational quality in these institutions. This has resulted in marked disparities in educational standards, which compromise the goals of uniform educational development.

Secular vs. Religious Education

The push to integrate secular subjects into the traditionally religious madrasa curriculum has ignited a heated debate. Critics argue that increasing government oversight and the introduction of secular studies could undermine the core religious teachings that form the foundation of madrasa education. On the other hand, supporters assert that a more inclusive curriculum is crucial for the holistic development of students, facilitating their successful integration into modern society.

Illegal Activities and Security Concerns

A recent police operation in a madrasa in Prayagraj, Uttar Pradesh, unveiled illegal activities involving the production of counterfeit currency. Authorities arrested several individuals, including the acting principal, for operating a sophisticated scheme producing fake 100-rupee notes. This incident, occurring within educational premises, raises severe concerns about using educational institutions for criminal activities. The discovery has prompted a broader investigation into similar activities in other educational settings, highlighting the urgent need for stringent oversight and security measures to prevent the misuse of educational institutions for illegal purposes. This event not only questions the administrative integrity of such institutions but also stresses the importance of robust security protocols to safeguard educational environments from being exploited for unlawful activities.

Madrasas and Radicalization: The Critical Role of Child Education

While addressing these administrative and funding issues is crucial, it’s equally important to delve into the more sensitive implications of madrasa education, particularly its potential role in the radicalization of young students.

Overview and Claims

The education of young children in madrasas is pivotal, especially in how they are introduced to complex religious teachings. While madrasas should prioritize religious education without promoting extremist views, the method and content of teaching can significantly influence young minds. This section explores concerns that arise when young students are taught sensitive religious verses without the necessary contextual framework. Young children, due to their developing cognitive abilities, often lack the capacity to comprehend complex contexts, which can lead to a literal interpretation of texts meant to be understood metaphorically or historically. Without guidance on the broader meanings and historical circumstances surrounding these verses, there is a risk that such teachings could contribute to radicalized beliefs as they mature.

Impact of Childhood Education

The manner in which controversial Quranic verses such as Surah 3:151, Surah 2:191, and Surah 9:5 are taught to children can have lasting impacts. Indian law underscores the importance of a balanced educational approach, encouraging madrasas to integrate both religious and secular studies to promote a well-rounded development. However, when children are taught to interpret these verses literally, without understanding their historical and textual significance, there exists a risk of embedding radical ideologies early on. This underscores the necessity for educational reforms that emphasize a balanced curriculum and the critical engagement with all teachings.

Stakeholder Perspectives

Educators’ Role in Nurturing Ethical Grounding:

Educators in madrasas play a crucial role in shaping the moral and ethical compass of young students. They emphasize the need for a comprehensive religious education that not only focuses on religious texts but also aligns with secular knowledge and pedagogical best practices, as mandated by Indian educational standards. The goal is to cultivate a balanced worldview among students, equipping them with the ability to interpret religious teachings with a critical and ethical mindset that appreciates the complexities of modern multicultural societies.

Community Leaders on Autonomy and Modernization:

Community leaders within the Muslim community often champion the autonomy of madrasas, seeing them as vital institutions for cultural and religious preservation. However, they also recognize the pressing need for modernizing the curriculum to include a broader range of subjects that reflect current societal norms and technological advancements. This modernization is seen as essential not only for preventing students from becoming isolated but also for integrating them into the broader economic and social fabric of India.

Policymakers and Educational Policies:

Policymakers are increasingly focused on ensuring that madrasas adhere to a framework that fosters national unity and counters extremism. There is a strong emphasis on madrasas adopting educational policies that promote secularism and educational equality. Policymakers advocate for curricular reforms that ensure madrasas are not incubators of extremism but rather places that promote a holistic understanding of Islam’s peaceful teachings alongside critical thinking and civic responsibility.

On-the-Ground Challenges

Over the last four decades, the radicalization of Muslims has been notably marked by increased religious observance and assertive identity expressions globally. In India, this trend is reflected in the rapid expansion of madrasas, suggesting a correlation with the rise in radicalization. Empirical evidence from raids and investigations has shown that some madrasas are promoting radical ideologies. This indicates a strong correlation between the growth of these institutions and increased radical behaviors, necessitating a nuanced approach to tackle the root causes of this phenomenon.

Resistance to change is particularly significant. Community leaders, often guardians of tradition, perceive reforms as external threats that might dilute Islamic teachings. The adherence to outdated concepts, like the flat earth theory in some curriculums, exemplifies the challenges reformers face. This resistance is compounded by a distrust of external influences, feared to undermine Islamic values, which makes the integration of modern subjects and teaching methods particularly difficult.

Calls for Reform and Future Steps

The need for educational reform in madrasas is critical to develop curricula that foster critical thinking and a comprehensive understanding of religious texts relevant to contemporary needs. However, significant resistance within the community complicates the implementation of such changes. Reforms are often viewed as attempts to undermine religious integrity rather than necessary evolutions to align education with modern societal needs.

It is crucial to engage all stakeholders—educators, community leaders, and policymakers—in a dialogue that respects traditional values while advocating for necessary educational updates. This collaborative approach aims to alleviate fears and foster an environment where educational reforms are seen as enhancements rather than impositions. Through these efforts, madrasas can better integrate students into a globally connected world while respecting the integrity of Islamic education.

By addressing these challenges and promoting a sensitive, inclusive reform strategy, there is potential to significantly reduce young students’ susceptibility to radical influences and better integrate them as well-rounded members of society. These efforts require a concerted approach to ensure that madrasas can continue to provide valuable cultural and religious education without becoming conduits for radicalization.

Reflecting on Historical Critiques

Historical perspectives, such as those from Winston Churchill, highlight the potential consequences of misinterpreted religious teachings. While his observations come from a different era and carry their biases, they still resonate with the current need for nuanced teaching methods that ensure young students in madrasas receive a balanced education that is both spiritually enriching and contextually aware.

Community Impact and Responses

Role as Community Centers

Madrasas often serve as more than just educational institutions in their communities; they are centers of social, cultural, and sometimes economic activity. These institutions provide a sense of identity and continuity, offering a range of services from basic education to community gatherings and social welfare activities, reinforcing their role in preserving cultural heritage and providing community support.

Community Reactions to Government Policies

Reactions within the Muslim community to government policies regarding madrasas are deeply divided. While some members of the community view modernization efforts—such as the inclusion of secular education—as positive steps that could enhance future job prospects for students, others perceive these changes as threats to religious freedom and cultural autonomy. This resistance is often rooted in concerns about external influences perceived to dilute traditional Islamic teachings. The sentiment in the community mirrors broader anxieties about preserving religious identity in the face of growing pressures to integrate into the larger societal fabric. These concerns underscore the need for a sensitive and inclusive approach in policy implementation that respects the values and beliefs of the community while striving for educational enhancements.

Whirlpool Analogy in the Context of Madrasa Education:

The resistance to educational reforms within some segments of the Muslim community can be likened to a whirlpool, where reluctance to integrate modern and comprehensive education not only limits the quality of education but also the job prospects for the youth. This impact is particularly severe on modern and female education, which are essential for breaking cycles of poverty. The lack of education and restricted job opportunities contribute to higher fertility rates, further influenced by economic conditions. This creates a self-perpetuating cycle: limited education leads to limited economic opportunities, reinforcing the conditions that restrict educational reforms.

To illustrate the real-life impact of such a cycle, one can look at neighboring Pakistan, where issues such as attacks on minorities, economic woes, law and order problems, and Islamic terrorism prevail. Despite these challenges, there is still a pervasive resistance to scientific education and a focus on cultivating negative sentiments towards India, which highlights the broader societal impacts of educational stagnation observed similarly in some Indian madrasas.

This analogy underscores the urgency of the educational reforms discussed throughout this blog. By addressing these entrenched educational resistances and fostering a more inclusive and progressive educational environment, there is potential to disrupt this detrimental cycle and foster better integration and economic opportunities for young students in madrasa systems. This approach not only addresses the immediate educational needs but also contributes to the long-term societal well-being of the community.

Future Prospects and Reforms

Legal Developments and Calls for Uniform Educational Standards

Recent legal actions, such as the Allahabad High Court’s striking down of the Uttar Pradesh Board of Madrasa Education Act, 2004, for violating secular principles and the constitutional rights to equality and education, have reignited debates around the role of religious education in India. The court’s decision, which mandates the transfer of students from madrasas to recognized secular schools, underscores a national push towards a uniform educational system that includes modern subjects like science and mathematics to ensure comprehensive educational access for all children.

Implications for Minority Education Institutions

In light of these developments, there is a growing argument that formal religious education at minority institutions, including madrasas and missionary schools, should be reconsidered. The objective is to prevent any form of radicalization, whether among Muslims or Christians, by removing religious education from the formal curriculum in these schools. This would align with the restrictions already in place for Hindu-majority institutions, ensuring all religious groups are subject to the same educational standards and contributing to a more secular, unified education system.

Controversies and Community Responses

Critics of these legal actions argue that such moves could disrupt the education of students who rely on these institutions, particularly in areas where alternative schooling options are limited. Madrasas and missionary schools not only provide education but also serve as community centers offering a sense of identity and belonging. There are concerns that without the cultural and religious elements, these institutions might lose their significance within their communities.

Modernization Efforts

Despite resistance, there have been efforts to modernize madrasas by integrating more secular subjects into their curricula through initiatives like the Scheme to Provide Quality Education in Madrasas (SPQEM). Such efforts aim to enhance the educational standards of these institutions and ensure they equip students with necessary skills for the modern economy.

Future Prospects and Calls for Reform

The future of education in minority institutions likely involves a continued dialogue to balance religious freedoms with educational standards. Proposed reforms might include creating robust links between madrasas and the national education system, standardizing curricula to include a balanced mix of religious and secular education, improving teacher training, and ensuring all institutions meet certain educational standards. This balanced approach aims to respect religious traditions while promoting inclusivity and modernization in education.

This nuanced approach to educational policy seeks to respect the delicate balance between preserving cultural and religious identities and promoting a unified, secular educational framework.

Reflections on Madarsa Education in India

Having explored the multifaceted roles and challenges of madrasas—from historical roots to modern controversies—it becomes clear that the future of these institutions is pivotal not only to the Muslim community but to the broader fabric of Indian society.

Madrasa education in India, while rooted in traditional Islamic teachings, is at a crossroads, influenced by modern educational demands and societal integration needs. The discussions surrounding these institutions often reflect broader debates on secularism, religious freedom, and community identity. While some madrasas have embraced modernization by integrating secular subjects and adopting new teaching methods, challenges remain, including uneven implementation of educational reforms and concerns over potential radicalization. The future of madrasas hinges on achieving a balance that respects their religious significance while ensuring that students acquire the skills necessary for success in a diverse and evolving society. Moving forward, thoughtful reforms and community engagement will be crucial in shaping an educational path that fulfills both religious and worldly aspirations of the Muslim community in India.

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