Madrasa Education System in India

Madrasa education in India is a traditional Islamic educational institution that focuses on teaching Islamic theology, jurisprudence, language (particularly Arabic), and sometimes other subjects. The word “madrasa” means “school” in Arabic, but it is often associated with religious education. Read here to learn more.

Madrasas have a long history in India, dating back to the medieval period, and have evolved to incorporate various reforms in their curriculum.

They play an important role in providing education within Muslim communities, especially in areas where access to mainstream education may be limited.

A madrasa is an Islamic educational institution, traditionally focused on teaching religious studies, including the Quran, Hadith (sayings of the Prophet Muhammad), Fiqh (Islamic jurisprudence), and Arabic language.

In many regions, madrasas also teach secular subjects and have historically been key institutions for broader educational and scholarly pursuits in various fields, such as science, philosophy, and mathematics.

History of madrasas in India

The history of madrasas in India dates back centuries, primarily emerging during the Delhi Sultanate (1206–1526) and the Mughal period (1526–1857).

These educational institutions have historically played an essential role in providing religious education, primarily focusing on Islamic theology, jurisprudence, Arabic, and Persian studies.

Over time, they have evolved to reflect changes in governance, socio-cultural needs, and educational demands in India.

Early Period (Delhi Sultanate and Mughal Era):

• The madrasa system has been in existence since the era of the Delhi Sultanate, receiving patronage from the Khilji and Tughlaq dynasties.
• During the Delhi Sultanate, madrasas gained prominence as centres for Islamic learning and administration, fostering scholars proficient in theology, law, and governance.
• The Madrasa of Khwaja Nizamuddin and the Madrasa of Firoz Shah Tughlaq are prominent examples from this period.
• Under the Mughals, madrasas expanded significantly, with rulers like Akbar and Aurangzeb establishing institutions that combined religious and secular subjects, including philosophy, astronomy, and mathematics.
• These madrasas were crucial for training administrators, legal experts, and scholars within the empire.

Colonial Period:

• British colonial rule (1757–1947) brought significant shifts. The colonial government set up modern, English-medium educational institutions, often overlooking traditional madrasa education.
• However, some madrasas adapted to the new conditions; for instance, the Darul Uloom Deoband, founded in 1866, aimed to preserve Islamic traditions amidst the challenges of British colonial influence.
• Madrasas like Aligarh Muslim University (initially a madrasa) incorporated modern subjects alongside religious education, adapting to the demands for a modernized Muslim intelligentsia capable of navigating British India.

Post-Independence Period:

• After India gained independence in 1947, madrasas continued to serve as educational institutions for the Muslim community, particularly in areas where access to mainstream schools was limited.
• The focus remained on Islamic studies, though some madrasas have since incorporated a broader curriculum to enhance vocational and academic prospects.
• In the 21st century, there have been calls for madrasa modernization, including introducing subjects like science, mathematics, and English.
• Various state governments and the central government have launched programs to support madrasa education and facilitate its integration with mainstream educational standards.

Madrasa Education in India

According to data presented by the Union government in Parliament on February 3, 2020, India has a total of 24,010 madrasas. These include 11,621 recognised and 2,907 unrecognised madrasas.

• Curriculum and Structure:
  • Madrasas traditionally follow the Dars-e-Nizami curriculum, introduced in the 18th century by scholar Mullah Nizamuddin Sihalvi, focusing on Islamic theology, Arabic, Persian, and Islamic jurisprudence (fiqh).
  • Over time, many madrasas have added secular subjects like mathematics, science, and English to align with modern educational needs. Government-recognized madrasas may also follow state or central board syllabi for secular subjects while maintaining their religious curriculum.
• Types of Madrasas:
  • Maktabs: Local schools attached to mosques where children receive basic religious instruction.
  • Kuttab: Similar to maktabs but often have a broader curriculum.
  • Full-fledged madrasas are divided into primary, secondary, and higher levels, with higher institutions granting degrees equivalent to secular university education in Islamic studies.
• Government Involvement and Funding:
  • The Indian government has programs to support madrasa modernization. For instance, the Scheme for Providing Quality Education in Madrasas (SPQEM) offers financial assistance to madrasas to introduce science, math, social studies, Hindi, and English.
  • In some states, such as Assam and West Bengal, madrasas are part of the state board, allowing their students to receive formal certification and pursue higher education or government jobs.
  • Additionally, under the National Institute of Open Schooling (NIOS), students from madrasas can gain certification equivalent to formal schooling.
• Role in Society:
  • Madrasas provide free or low-cost education, room, and board, which can be critical for children from low-income backgrounds, particularly in rural and underserved areas.
  • Many madrasas offer vocational training and skill development programs to improve employability, recognizing the need for economic opportunities beyond religious education.

Challenges, criticisms and reforms

While madrasas serve as essential institutions for religious education and provide access to education for underprivileged students, criticisms often centre on the following aspects:

• Outdated curriculum: The curriculum in many madrasas is often centred around Islamic theology and classical texts, with limited inclusion of contemporary subjects like science, mathematics, and technology. This narrow focus can hinder students from gaining skills applicable to broader career opportunities.
• Lack of modern subjects: Educationalists argue that a balanced curriculum with modern subjects would enhance students’ employability and allow them to contribute more effectively to society.
• Lack of Vocational Training and Skill Development: Critics highlight that madrasas often do not emphasize vocational training or skill-based education, which limits graduates’ employment prospects outside of religious teaching roles. This lack of employable skills contributes to economic disadvantages for students who rely solely on madrasa education.
• Isolation from Mainstream Education: Madrasas are often seen as operating independently of India’s mainstream education system, which can isolate students from diverse perspectives and limit their exposure to India’s multicultural society. Critics argue that this isolation can reinforce cultural and social divides rather than promote integration.
• Concerns Over Extremist Ideology: In some cases, madrasas have been associated with concerns over extremist ideology. Although this is not representative of all madrasas, instances of radicalization in certain institutions have led to heightened scrutiny and calls for regulatory oversight to ensure that students receive a balanced and moderate education.
• Gender Disparity in Access and Curriculum: Many madrasas offer separate or limited access to education for girls, and the curriculum for female students can be even more restricted than for male students. Critics argue this limits women’s economic opportunities and contributes to the perpetuation of traditional gender roles.
• Inadequate Government Oversight and Standardization: Inconsistent government oversight means that madrasas often vary widely in educational quality and curriculum content. There are calls for standardized regulation to ensure quality control while respecting religious freedom, allowing students to transition more easily into higher education and mainstream employment sectors.
• Efforts and Potential Solutions: Some policymakers and educationists advocate for madrasa modernization by introducing state-supervised curriculums that include secular subjects and vocational training while preserving the religious education component.
• Integrating madrasas into the broader educational framework could allow for a dual system where religious and secular education coexist, thus providing madrasa students with greater economic and social mobility.

Significance of Madrasa Education

Notable figures such as Raja Ram Mohan Roy, the father of the Indian Renaissance, Rajendra Prasad, India’s first President, and the renowned writer Munshi Premchand are historically believed to have gained their foundational knowledge from madrasas and their teachers, known as maulvis.

Madrasa education remains significant for India’s educational landscape, particularly for promoting literacy within Muslim communities and preserving Islamic knowledge and heritage.

In recent years, reforms and government policies have aimed to ensure madrasas can contribute more effectively to the socio-economic upliftment of their students while maintaining their religious character.

Countries with Madrasa Education Systems

• Pakistan:
  • Pakistan has a significant madrasa system, with institutions regulated by the Wafaq ul Madaris and other boards. Some Pakistani madrasas offer secular subjects alongside religious education.
  • Concerns over militancy led to reforms aimed at modernizing the madrasa curriculum and improving oversight.
• Bangladesh:
  • In Bangladesh, madrasas are divided into two main categories: Qawmi and Aliya. Qawmi madrasas are more traditional and privately managed, while Aliya madrasas receive government oversight and include secular subjects.
  • Aliya madrasas follow a curriculum that blends religious studies with secular education, including English, science, and social studies.
• Indonesia:
  • Indonesia has a large number of madrasas under the Ministry of Religious Affairs. They offer both religious and general education, serving as an alternative to public schools.
  • Madrasas in Indonesia are often seen as complementary to the state educational system, blending Islamic values with modern education.
• Afghanistan:
  • Afghanistan’s madrasa system primarily provides Islamic education but also includes subjects like Pashto, Dari, and mathematics in some schools.
  • Since the Taliban regained control, there has been an emphasis on madrasa education, though reforms are underway to modernize the curriculum.
• Egypt and Other Arab Nations:
  • Egypt, Saudi Arabia, and other Arab countries have madrasas, with notable institutions like Al-Azhar University in Egypt, a leading centre of Islamic learning worldwide.
  • These madrasas often integrate subjects such as mathematics, history, and geography, especially in prominent urban areas.
• European countries
  • European countries generally do not have madrasa education systems integrated into their national education frameworks in the same way that some Islamic-majority countries do.
  • However, certain European countries with sizable Muslim populations, such as France, the UK, Germany, and the Netherlands, have institutions or private Islamic schools where elements of a madrasa-like education, particularly religious studies, are offered alongside the standard curriculum.

In news

The Supreme Court on November 5, 2024, upheld the constitutional validity of the Uttar Pradesh Board of Madarsa Education Act, 2004 (2004 Act) except for its provisions allowing the Board to award higher degrees like Kamil (undergraduate studies) and Fazil (post-graduate studies).

• A three-judge Bench headed by Chief Justice of India D.Y. Chandrachud opined that granting these degrees contravened the University Grants Commission (UGC) Act, 1956, rendering it unconstitutional.
• Accordingly, the top court set aside the Allahabad High Court’s decision, which had deemed the 2004 Act to be in breach of the principles of secularism.

Conclusion

Madrasas today are undergoing significant reform efforts in many countries. Some governments aim to modernize madrasas by introducing secular subjects, such as science, technology, and languages, to better prepare students for diverse career opportunities.

In many Muslim-majority countries, madrasas provide affordable education, particularly in underserved areas, making them crucial for educational access.

European countries face challenges in balancing religious freedom with educational standards and secular principles. Consequently, madrasa-like education often happens outside of formal schooling hours and within regulated frameworks that limit these schools’ operations to ensure alignment with national standards.

In India, the primary challenge is the modernization of the curriculum, with some stakeholders arguing that traditional madrasa education may not prepare students adequately for broader job markets.

There are also concerns about the varying quality of education, as some madrasas have limited resources and lack trained teachers in secular subjects.

Reforms have been introduced to bridge the gap between religious and secular education. Efforts are also being made to improve transparency in madrasa administration and ensure alignment with national educational goals.

This complex issue involves balancing religious freedom with educational quality and employability. Reforms that respect madrasas’ cultural role while addressing these criticisms could help integrate students more fully into India’s evolving socio-economic landscape.

Frequently Asked Questions (FAQs)

Q. What is madrasa education?

Ans: Madrasa is an Arabic word that means an educational institution. Madrasa education seems to be working on old traditional patterns as there is no emphasis on any research. Madrasas are centres of free education. They are the nucleus of the cultural and educational life of Muslims.

Q. What is the recent development in the regulation of madrasas?

Ans: The Supreme Court on November 5, 2024, partially upheld the constitutional validity of the Uttar Pradesh Madrasa Education Board Act of 2004 while confirming that the State can regulate madrasa education to ensure standards of excellence.

Related articles:

• Education in India
• Education in State list: Should it be restored?
• National Education Policy 2020
• Multilingualism in education