ATTITUDE OF MADARSAH STUDENTS TOWARTDS MODERN EDUCATION: A FIELD STUDY FOR POLICY AND EDUCATIONAL DEVELOPMENT

1. DR MD INTEKHAB UR RAHMAN
ASSOCIATE PROFESSOR
UNIVERSITY DEPARTMENT OF PSYCHOLOGY
B.N.MANDAL UNIVERSITY
MADHEPURA-BIHAR
PIN-852113
E-mail: rahman3521@gmail.com
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2. 2

3. 


Education in detail has been discussed in the
light of Quran and Hadith.
Levels and types of education available to
Muslims are discussed.
Thoughts and opinions of Muslim ulama,
scholars and reformists have been included
and discussed.
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4.  HYPOTHESIS
 Ho=
Young Muslims are not having their
positive
attitude
towards
modern
education rather they are inclined towards
traditional education provided by the
madarsah’s educational system.
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5. Scale used
Ahmad, A. & Rahman, M.I. (2013) “ Attitude
Towards
Traditional
and
Modern
Education”, Available in the Department of
psychology,
B.N.Mandal
University, Madhepura-Bihar and in the
department
of
psychology,
Millat
College, darbhanga-Bihar


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6. SAMPLE
Data have been collected from different
Recognized and Private run Madrasahs of
four districts of Bihar i.e. Kishanganj;
Purnia; Darbhanga; and muzaffarpur.



N = 200
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7. Column1
Column2
Column3
Column4
Column5
Column6
SEX
Frequency Percent
Valid
Valid
Cumulativ
Percent e Percent
75
75
BOY
150
75
GIRL
50
25
25
Total
200
100
100
100
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8. LOCATION
Frequency Percent
Valid
Valid
Cumulativ
Percent e Percent
50
50
URBAN
100
50
RURAL
100
50
50
Total
200
100
100
100
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9. STATUS
Percent
Valid
Valid Cumulati
Percent
ve
Percent
50
50
50
RECOGNI
ZED
PRIVATE
100
100
50
50
Total
200
100
100
100
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10. 10

11. 11

12. 12

13. 13

14. Between-Subjects Factors
SEX
Value
Label
1 BOY
2 GIRL
LOCATION
N
150
50
100
2 RURAL
STATUS
1 URBAN
100
1 RECOGNIZ
ED
2 PRIVATE
100
100
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15. STATISTICAL ANALYSES
&
RESULT
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16. ANALYSIS OF VARIANCE
Tests of Between-Subjects Effects
Dependent
Variable:MADRASA
STUDENTS
Source
Type III
Sum of
Squares
Corrected 431.144 a
Model
Intercept
1627721
df
Mean
Square
F
Sig.
7
61.592
1.181
0.316
1
1627721
3.12E+04
0
49.608
1
49.608
0.951
0.331
265.625
1
265.625
5.092
0.025
STATUS
40.558
1
40.558
0.777
0.379
SEX *
LOCATION
SEX *
57.256
1
57.256
1.098
0.296
204.54
1
204.54
3.921
0.049
STATUS
LOCATION
* STATUS
SEX *
33.229
1
33.229
0.637
0.426
41.599
LOCATION 10015.73
Error
1
41.599
0.797
0.373
192
52.165
Total
200
SEX
LOCATION
2592575
Corrected 10446.88
199
Total
a. R Squared = .041 (Adjusted R
Squared = .006)
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17. Paired Samples Test
Paired Differences
Mean
Pair 1
MADRASA
STUDENT
S - SEX
1.12E+02
Std.
Deviation
7.26348
Std. Error
Mean
0.51361
t
df
Sig. (2tailed)
95% Confidence
Interval of the
Difference
Lower
Upper
111.3622
113.3878
218.796
199
0
Report
MADRASA STUDENTS
SEX
Mean
N
Std.
Deviation
150
7.03538
BOY
1.1367
GIRL
1.1348
50
7.91599
Total
1.1362
200
7.24547
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18. Paired Samples Test
Paired Differences
Mean
Pair 1
MADRASA 1.12E+02
STUDENT
SLOCATION
Std.
Std. Error
Deviation
Mean
7.32445
0.51792
t
df
Sig. (2tailed)
95% Confidence
Interval of the
Difference
Lower
Upper
111.1037
113.1463
216.492
199
0
Report
MADRASA STUDENTS
LOCATION
Mean
N
URBAN
1.1452
Std.
Deviation
100
7.12866
RURAL
1.1273
100
7.28615
Total
1.1362
200
7.24547
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19. Paired Samples Test
Paired Differences
Mean
Pair 1
MADRASA
STUDENT
SSTATUS
1.12E+02
Std.
Std. Error
Deviation
Mean
7.24721
0.51245
t
df
Sig. (2tailed)
95% Confidence
Interval of the
Difference
Lower
Upper
111.1145
113.1355
218.8
199
Report
MADRASA STUDENTS
STATUS
Mean
1.134
N
Std.
Deviation
100
8.03025
RECOGNIZ
ED
PRIVATE
1.1385
100
6.39819
Total
1.1362
200
7.24547
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23.  Whether Madarsah education has led to
the decline of educational or economic
CONCLUSION
position of Indian Muslims in present
environment may be a debatable issue.
 It is observed that Islam-Centric teaching
is not friendly to the job market in the
contemporary world is the ground reality.
 In the absence of modern knowledge the
graduates produced by madrasahs are
neither able to improve their own material
prosperity nor they provide leadership to
the Muslim Community to face the
challenges of modern world.
Contd……
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24.  Degrees awarded
by madarasahs are not recognized
by Most of the Indian Universities except in the
theological department of Aligarh Muslim University
and Jamia Millia Islamia, new Delhi.
Such degrees are not recognized for administrative
jobs in the either Central or State government.
These degrees are not market friendly, they do not
have any practical value.
Contd…..
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25. In view of the on going changes in the
social, cultural, economic, and political
environment drastic changes are required
in Madarsah system of education so that
Indian Muslims should come to terms with
the changing needs of contemporary Indian
society.
Contd….
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26. A
section of Muslim thinkers are in favour of
modernization of madarsah’s education and
transforming them according to the present day
need.
 Educational backwardness of Indian Muslims
is a national problem as Sachchar Committee
has pointed out also. But so long Muslims do
not respond to the remedial measures it is
difficult to be resolved.
 The country should be ready for their rescue
provided they come forward and make a
conscious Endeavour to transform their
Madarsahs
into
modern
educational
institutions with Islamic subjects as optional
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courses.

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•
•
•
•
The education system in Madarsahs should aim to produce
individuals who can survive in and relate to a society of
diverse faiths without feeling a need to compromise their own
faith.
Muslim educationists wish to play a central role in the
consultation process where national and local policy is being
determined.
Financial assistance should be made readily available to
support industries that can satisfy the resource requirements of
education on Islamic topics.
Greater time and resources needs to be devoted to the
training of teachers for further religious awareness.
Contd…

28. • Muslim groups and relevant authorities should be encouraged to
develop a suitable A level curriculum and to promote such a syllabus.
• Religious Education or Traditional Education
compulsory at initial stage of education only.
should
become
•Efforts should be made to synchronize the supplementary curriculum
with that of the basic education system so as to avoid duplication of
effort and waste of resources.
• Appropriate Madarsahs should be provided with financial assistance in
order to fulfill the role of content provision for the education of Muslims.
• Where a Madrasah is performing poorly, inspectors of Madrasahs of the
Boards or Univerities should take into account the impact of funding
restrictions. This issue takes on greater significance given the explicit
policy objectives of intervention in poorly performing Madarsahs.
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29. THANK YOU
VERY MUCH
WASSALM
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