Islam places a profound emphasis on education, considering it essential for both personal growth and societal progress. The Quran underscores the importance of knowledge in its first revealed verses: “Read in the name of your Lord who created – created man from a clinging substance. Read, and your Lord is the most Generous – who taught by the pen – taught man that which he knew not.” (Surah Al-Alaq, 96:1-5).
Similarly, Prophet Muhammad ﷺ highlighted the value of learning, saying, “Whoever treads a path in search of knowledge, Allah will make the path to Paradise easy for him.” (Sahih Muslim 2699). This emphasis on education led to the establishment of madrasas, which historically served as centres for imparting both knowledge and moral values. Over time, these institutions have evolved, adapting their roles in response to changing socio-political and economic dynamics, while continuing to play a pivotal role in nurturing communities.
In India, madrasas have historically functioned as institutions for religious instruction, influencing the spiritual and moral foundation of Muslim communities. Currently, these institutions encounter difficulties in incorporating modern education into their curriculum, hindering their capacity to prepare students with the skills required in a swiftly changing work market (Setiawanet al., 2020). Confronting these difficulties is essential for inclusive development and for empowering madrasa students to make significant contributions to the nation’s socio-economic structure.
India’s commitment to inclusive education, as part of the Sustainable Development Goal (SDG) 4, calls for bridging educational gaps among marginalised communities. Madrasas, traditionally known for imparting religious education, play a crucial role in providing access to education for economically weaker sections, particularly within the Muslim community. With over 24,000 registered madrasas across the country, predominantly in states like Uttar Pradesh, Bihar, and West Bengal (Ministry of Education), these institutions cater to millions of students. However, their potential remains underutilised due to challenges such as outdated curricula, inadequate infrastructure, and limited access to contemporary educational resources.
The Role of madrasas in education
Madrasas are integral to India’s educational framework, particularly in areas with restricted access to conventional schooling. These institutions fulfil a dual function: safeguarding Islamic principles and acting as alternative educational centres for neglected people. The educational structure of madrasas frequently stresses religious subjects, focusing on Quranic recitation, Hadith, and Islamic jurisprudence. The inclusion of moral and ethical courses is beneficial, yet the lack of contemporary disciplines like mathematics, science, and information technology results in a deficiency in students’ readiness for modern employment.
Countries such as Singapore have exemplified how reforms in Islamic education might close this gap on a global scale. By prioritising academic achievement in conjunction with religious instruction, Singapore’s madrasahs have effectively conformed to national education norms, hence improving the employability of their graduates. These improvements underscore the possibilities of incorporating contemporary education into the traditional madrasa structure to promote comprehensive development.
Challenges in Strengthening Madrasa Education
One of the significant challenges faced by madrasas in India is their limited curriculum. Many madrasas focus primarily on traditional religious education, often neglecting subjects that are essential for thriving in today’s knowledge-based economy, such as mathematics, science, and English. This limited curriculum restricts students’ ability to pursue higher education or enter the modern workforce. As noted by Abrori and Hadi (2020), the absence of a well-rounded education in madrasas is a major barrier to the academic and professional progression of students. Without a broader curriculum, madrasa students often find themselves at a disadvantage when competing for opportunities in diverse sectors of the economy.
Another significant challenge is the lack of adequate teacher training. Many madrasa educators have limited formal training in modern pedagogy and often specialise only in Islamic studies, which affects their ability to teach contemporary subjects effectively. This gap in teacher training makes it difficult for madrasas to provide a comprehensive education that integrates traditional religious teachings with modern subjects. Teachers in these institutions need to be equipped with the skills to deliver a balanced curriculum that combines both old and new knowledge systems, ensuring students are prepared for the complexities of the modern world.
Infrastructure inadequacies further exacerbate the difficulties faced by madrasas. Many institutions operate with insufficient or outdated infrastructure, lacking essential facilities like science laboratories, computer labs, and libraries. These deficiencies not only hinder the practical application of knowledge in science and technology but also limit students’ access to resources that foster independent learning. A lack of proper facilities directly impacts the overall learning experience, preventing students from engaging in hands-on activities or using modern educational tools that are essential for their development.
Additionally, madrasas often face challenges related to perception and funding. There is a common social perception that madrasas are outdated, isolated institutions that are not equipped to offer the education required in the modern world. This perception, combined with limited financial resources, creates significant obstacles to the modernization of madrasa education. Insufficient funding makes it difficult for madrasas to invest in infrastructure upgrades, attract qualified teachers, or implement innovative teaching methodologies. As a result, madrasas struggle to adapt to the changing educational landscape, further hindering their ability to provide a holistic and relevant education to their students.
Addressing these challenges requires a concerted effort from the government, educational authorities, and communities to enhance the curriculum, provide teacher training, improve infrastructure, and change societal perceptions about madrasas. By addressing these barriers, madrasas can become key players in ensuring inclusive and quality education for all students, helping them succeed in an increasingly competitive world.
India has enhanced its madrasa systems to tackle these difficulties and foster inclusive growth. Diverse parties, encompassing governmental bodies and non-governmental groups, have acknowledged the significance of providing a comprehensive education for madrasa students. This encompasses the integration of academics such mathematics, physics, and English within the curriculum, in addition to religious studies.
The Singapore government promotes the reform of madrasah education by emphasising the importance of academic subjects to improve the economic opportunities for madrasa graduates. The government has enacted several initiatives, such as the Compulsory Education Act and state assistance, to elevate the academic standards of madrasahs and integrate them with conventional educational institutions. These initiatives seek to equip madrasa students with the essential information, abilities, and chances to succeed in the contemporary competitive landscape. In this perspective, it is essential to analyse the significance and function of madrasa systems within the broader educational framework in India.
India increasingly acknowledges the significance of delivering quality education to all societal segments, including madrasa attendees (Abrori&Hadi 2020). Madrasas are alternative educational institutions capable of substantially contributing to the development of human resources in the nation. Addressing many difficulties is essential to improve educational opportunities and fortify the madrasa system for equitable development.
(to be concluded)
[The writer is Ph.D. Research Scholar (SRF), Jamia Millia Islamia, New Delhi]