In the book “Madrasa
Education in Modern India...A study” by Saral Jhingran which I am
currently reading, the government’s scheme of Modernisation of Madarsa comes
across as a striking example of how language barriers and lack of willingness
on part of the government to understand the concerns of traditional bastions of
education, can potentially affect the adaptation of a ‘scheme’. As we all know
that Government schemes for Madarsa have been introduced for past ten years but
no significant change has occurred, especially in the context of learning of
modern subjects among Madarsa students. In
this context, the author talks about two government schemes of modernisation of
Madarsa (first scheme ‘MOM’, 1993-94 and second SPQEM, 2009). The main reason
for their unsuccessful implementation was the repeated opposition of the Maulanas
and other advocates of Madarsa who expressed opposition to the idea of
including modern subjects in the Madarsa nisab (syllabus),
especially if the idea was initiated by the government. Another reason was that
the Madarsa curriculum with ‘dini’ syllabus was too heavy in content and
combining it with the transaction of the modern curriculum was making it difficult
for Madarsa students to master either of them. Now it becomes essential for us
to understand that some criteria should be fixed to bring balance between deeni
talim and worldly education so that they can acquire both kind of learning
and be able to choose an option for higher education.
Further, as
Jhingran mentions, in one of the conferences held at Deoband in 1994, Maulana
Marghub ur-Rehman, the Rector of Darul Uloom, argued and
concluded that Islam being the perfect religion and the perfect guide for the
entire life, no other kind of education was needed. It was also declared that Madarsa
were doing an impressive job in achieving the goal of imparting Islamic
education to Muslim children, and preparing them for guiding and leading the
Muslim community in all dimensions of their lives. Despite ‘no other kind of
education was needed’ maxim of the Maulanas,
it is important for us to realize that coping with this challenging world is no
easy task. In today’s world, the teaching of modern subjects is almost an
unstated fact, and to devoid a community’s children from exposure to this
world, is an equally unacceptable practice.
As we all know
Madarsa is for Islamic education but in this competitive world Madarsa students
cannot reach their full potential or even survive comfortably, only on the
basis of religious education, which has little takers in the modern world of
high-end skills and knowledge of science. To earn a decent livelihood, it is required
to include modern subjects in Madarsas syllabus from standard I in order to
create an open field for Madarsa student to enter into higher education after
completing Madarsa courses, if they so want. In future, also they can be
eligible for job in every sector on the basis of both Islamic and modern
education.
In some Madarsas
modern subjects are implemented by way of transaction, but there is little internalization
as compared to a modern day school. Modern subjects are being taught only in
the name of introduction of the subjects, no such strict criteria and time
table is followed for teaching of modern subjects. Even the Madarsa management
committee, community members and parents do not seem to be concerned about the
same. Schemes of government are in English so it becomes a barrier for ulemas
and maulanas to understand the scheme fully, and as a result, the schemes are perceived in such a
way that there they would harm the purpose of religious studies, creating a cycle of non- implementation.
Therefore it is required to translate schemes in Urdu language and make the
beneficiaries understand the right intent and the purpose of the schemes, which
are not essentially against the identity of the Madarsas.
