The Indian government has implemented several initiatives to modernise madrasas and address the challenges they face in incorporating contemporary education. The Scheme for Providing Quality Education in Madrasas (SPQEM) focuses on integrating subjects like mathematics, physics, and English into the madrasa curriculum, while also prioritising educator training and providing financial assistance for infrastructure improvements. The Nai Manzil Scheme, launched in 2015, aims to combine formal education with skill development, offering madrasa students vocational training to enhance their employability (Ministry of Minority Affairs, 2023).
Despite these efforts, data from the National Sample Survey Office (NSSO) indicate a significant literacy gap, with the literacy rate among Muslims at 68.5%, lower than the national average of 74%. This gap highlights the need for further reforms to align madrasa education with the national educational framework. Furthermore, the Digital India Initiative aims to equip madrasas with essential digital resources, including computers and internet access, to facilitate modern educational methodologies (Government of India, 2024). These governmental policies demonstrate a concerted effort to improve madrasa education, yet continued reforms are necessary to fully integrate these institutions into the broader educational landscape.
However, despite these well-intentioned efforts, the implementation of these initiatives often falls short due to several persistent challenges on the ground. A key issue is the lack of adequate funding and resource allocation. While schemes like SPQEM are designed to provide financial support for curriculum development and teacher training, the actual implementation is inconsistent across regions. Many madrasas, particularly in rural and remote areas, continue to operate with outdated facilities and insufficient infrastructure, limiting the impact of these programmes. Without proper financial backing and follow-up, the changes intended by these initiatives often remain superficial and fail to reach the grassroots level, where they are needed the most.
Additionally, there is a disconnect between policy goals and the reality of madrasa management. In many cases, madrasas struggle to attract qualified teachers for the new subjects introduced by the government, as the majority of madrasa educators lack formal training in modern pedagogy. While the government has made efforts to address this issue through teacher training programmes, these programmes are often insufficient or not effectively implemented, leaving educators unprepared to teach subjects like science or mathematics. As a result, students in these madrasas may still receive subpar education in subjects that are meant to broaden their academic horizons. Furthermore, many madrasas, especially those in less developed areas, lack the resources to create updated and integrated curricula that can balance religious and secular education effectively.
Another challenge lies in the social perceptions surrounding madrasa education. Despite the government’s initiatives, madrasas continue to face stigma and misconceptions about their relevance in the modern world. These social perceptions not only impact enrolment rates but also influence the willingness of madrasa administrators and teachers to adopt new teaching methodologies or curricula. Many madrasas, particularly in conservative regions, remain resistant to change due to ideological and cultural concerns, which can hinder the success of government policies.
Approaches for Enhancing Madrasa Systems
To effectively modernise madrasa education and address the needs of the 21st century, several key approaches are required. The first step is curriculum reform, which is crucial to ensuring that madrasa students are equipped with the knowledge and skills needed to succeed in a rapidly evolving world. Integrating STEM education – science, technology, engineering, and mathematics – into the madrasa curriculum is essential for preparing students for a wide range of career opportunities.
STEM subjects foster critical thinking and problem-solving skills, which are vital in today’s job market. Additionally, strengthening English language proficiency is crucial, as it enhances students’ competitiveness on a global scale. According to the National Policy on Education (NEP) 2020, proficiency in English has become an essential skill for students to access higher education and professional opportunities. Furthermore, incorporating vocational training in areas such as information technology, healthcare, and entrepreneurship equips students with practical skills that can increase their employability and adaptability to various industries (Ministry of Minority Affairs, 2023).
Teacher development programmes are also fundamental to the success of madrasa modernisation. Educators play a central role in shaping the quality of education, and professional development programmes should focus on contemporary pedagogical approaches, subject-specific knowledge, and the effective use of technology in the classroom. By providing madrasa teachers with ongoing training in these areas, the standard of instruction can be significantly improved, enabling educators to engage students more effectively and prepare them for a future that requires both traditional and modern competencies. Research from the UNESCO Institute for Lifelong Learning (2022) emphasises the importance of continuous teacher development, particularly in integrating technology and modern teaching methods.
The infrastructure enhancement is essential for creating an optimal learning environment. The provision of well-equipped science and computer laboratories can enrich practical learning experiences, enabling students to apply theoretical knowledge in real-world scenarios.
According to the Digital India Initiative (Government of India, 2024), ensuring that madrasas have access to reliable internet and digital tools is critical for facilitating modern learning methodologies. Furthermore, the establishment of libraries stocked with a diverse range of academic and digital resources can support students’ intellectual growth and foster a culture of self-directed learning.
In addition, Finally, community engagement is a cornerstone of any successful reform initiative. Establishing trust and collaboration among madrasas, government bodies, and local communities is essential for the effective implementation of modernization strategies. By involving stakeholders in decision-making, reforms can be tailored to meet the specific needs of each madrasa while respecting cultural and religious values. As noted by the Ministry of Minority Affairs (2023), involving the community in the process of educational reform helps ensure that modernization efforts are both inclusive and sustainable. Continuous dialogue between these groups can foster a sense of ownership and responsibility, creating a robust and inclusive madrasa education system that meets both contemporary educational demands and traditional values.
These comprehensive approaches to curriculum reform, teacher development, infrastructure enhancement, and community engagement are essential for the effective modernisation of madrasas. By focusing on these areas, madrasas can evolve into institutions that not only preserve religious education but also prepare students to thrive in an interconnected and rapidly changing world.
Nonetheless, the changing labour economy and the educational demands of the 21st century necessitate that madrasas expand their curricula. We aim to provide pupils with religious instruction and other competencies for success in various domains. The fundamental nature of education is in its capacity to evolve with the times while maintaining its essential principles.
Madrasa education is not an exception. By incorporating disciplines such as mathematics, physics, computer technology, and English with conventional religious studies, madrasas can offer a more comprehensive education for its pupils. This integration of contemporary and traditional education equips students to thrive in various disciplines, including technology, medicine, engineering, or arts, while maintaining their cultural and religious foundations.
The integration plan is comprehensive, commencing with the training of educators. Educators at madrasas must possess proficiency to equip pupils with contemporary knowledge and abilities.
This pertains not only to Islamic theology but also to contemporary disciplines and pedagogical approaches. Consequently, professional development programs for educators are essential to the success of this educational reform. Furthermore, enhancing the infrastructure of madrasas to incorporate new disciplines necessitates the provision of classrooms with essential technology equipment and resources. This encompasses the establishment of computer labs, science laboratories, and libraries equipped with a diverse array of books.
The objective is to establish an environment that promotes curiosity, critical thinking, and a passion for lifelong learning across diverse fields. Government assistance is important in this transformation. Policies designed to modernize madrasa education, along with financial assistance, can greatly facilitate the transition. It involves not only reforming the curriculum but also enhancing the prestige of Madrasas as an institution of holistic education. Partnerships with educational institutions, both domestic and international, can enhance the learning experience by providing students and educators with exposure to global educational standards and practices.
This modernisation initiative necessitates a coordinated interaction among the government, educational specialists, and Madrasa authorities. Honouring the fundamental principles of Madrasa education while adapting it to modern requirements is essential. The results of these endeavours are encouraging, perhaps resulting in a cohort of students proficient in both their religious doctrines and secular disciplines.
The enhancement of Madrasa education constitutes not merely an educational revolution, but a pivotal advancement towards inclusivity and empowerment. By granting students access to
an extensive array of knowledge and abilities, it enables their discovery of new opportunities and achievement across several fields, thereby making a substantial contribution to India’s socio-economic advancement. This modernisation initiative must be undertaken with sensitivity, diligence, and a steadfast commitment to educational excellence, ensuring that Madrasa students are adequately prepared to succeed in a constantly changing world.
Enhancing madrasa systems constitutes not only an educational reform but also a progression toward inclusive development. By amalgamating contemporary education with traditional teachings, madrasas can enable students to thrive in various domains while maintaining their cultural and religious identity. Cooperative initiatives among government, educators, and communities can convert madrasas into hubs of comprehensive education, considerably aiding India’s socio-economic advancement.(Concluded)
[The writer is Ph.D. Research Scholar (SRF), Jamia Millia Islamia, New Delhi]