A Proposal for Solving the Problems in Madrasa Education - Abdullah Al Arif
Bangladesh, the second-largest Muslim-majority country in the world, has approximately 90% of its population identifying as Muslim. Naturally, Islamic education has been a vital demand for the people of this country. However, it's unfortunate that Islamic education has not been properly established due to the lack of Islamic governance. Our education system has a history spanning several centuries. During the Muslim rule, this education system was relevant to the times and produced national leaders, government officials, and diplomats. Since the fall of Muslim rule, madrasa education has faced neglect and discrimination. This proposal highlights the major challenges facing madrasa education in Bangladesh and urges the government and stakeholders to take immediate action for reforms that integrate modern education standards with Islamic teachings.
Currently, Bangladesh operates a dual education system: general education and madrasa education. Upon reflection, it's clear that due to the indifference of the ruling authorities and the long-term conspiracies of various NGOs, the madrasa education system is riddled with numerous issues, such as:
1. Outdated and Unrealistic Educational Policies in Madrasa Education
Madrasa education is based on a century-old traditional system. It is still governed by an incomplete ordinance from 1987. While the world has evolved with advances in civilization, science, and technology, madrasa education remains stuck in its ancient traditions, losing its relevance. Therefore, we strongly urge the government to introduce modern, universal, and welfare-oriented educational policies for the madrasa education system.
2. Lack of Modern Curriculum
For example, the Bengali textbook for classes 9 and 10 in madrasa education was published in 1984 and reprinted in 2001 without any revision. This outdated content includes references to figures like Shamsur Rahman, the editor of *Daily Bangla*, who retired 15 years ago, and mentions that Halley's Comet will appear in 1985, as if it hasn’t happened yet. Such curricular issues need immediate attention. Additionally, outdated topics like ancient sects (e.g., Mu'tazila, Rafidhi, Kharijites) are still taught, while modern ideologies like secularism, capitalism, and the challenges of movements like Qadianism are not covered.
3. Absence of Essential and Important Subjects
There is no inclusion of modern subjects such as computers, the internet, natural sciences, technology, commerce, foreign policy, law, and agriculture in the madrasa curriculum.
4. Lack of Modern Ijtihad (Research and Independent Thought)
Instead of finding modern solutions to new issues, such as blood donation, life insurance, stocks, banking, and the direction of the Qibla for astronauts, the curriculum relies on traditional interpretations of outdated problems.
5. Lack of Teacher Training
There are not enough teacher training centers in the madrasa system. As a result, teachers are not familiar with modern and effective teaching methods, leaving students deprived of a quality education. In contrast, the general education system employs advanced methods like PTI, B.Ed., and M.Ed., enabling general students to receive better education than madrasa students.
6. Non-Governmental Ibtidai (Primary) Madrasas
Ibtidai madrasas, which are the foundation of madrasa education, are highly neglected and face discrimination. There are only 3,710 ibtidai madrasas in the entire country, none of which have been brought under government control or receive government funding. In contrast, there are 56,930 primary schools, of which 37,677 are government-funded, and these schools receive textbooks, support, and even food assistance.
7. Lack of a Separate Textbook Curriculum Board
The absence of a dedicated curriculum board for madrasa education leaves students facing many difficulties. They do not receive quality textbooks on time, and when they do, the content is often filled with errors. The same outdated versions of textbooks are reprinted for years, creating multiple problems for students.
8. Extreme Discrimination Faced by Dakhil, Alim, Fazil, and Kamil Levels
In Bangladesh, all levels of madrasa education face extreme discrimination. At the SSC level, general students study the same subjects as Dakhil-level madrasa students. However, while general students have 50% of their exam as objective questions, madrasa students have only 20% objective questions, which are not truly objective but rather short-answer questions. As a result, it is nearly impossible for madrasa students to achieve an A+. Although Dakhil and Alim are considered equivalent to SSC and HSC, madrasa students are not allowed to enroll in many university honors programs. Despite studying compulsory subjects like English and Bengali, they are not given the same status at the undergraduate level. Despite receiving the same education, they are barred from jobs in sectors such as LLB, B.Ed, and BBS, and are deprived of government jobs. Similarly, Kamil graduates are also denied postgraduate status.
9. Not Integrated into Universities at the Undergraduate and Postgraduate Levels
At the undergraduate and postgraduate levels, madrasa education is not yet affiliated with universities. Fazil has not yet been introduced to honors-level courses. More importantly, there is no Arabic university in Bangladesh that could control and regulate madrasa education.
10. Lack of Separate Educational Boards
For general education, Bangladesh has six separate education boards controlling scholarship exams for grades 5 and 8, as well as SSC and HSC exams. Additionally, there are over 30 independent universities (both public and private) and the National University to oversee higher education. However, for madrasa education, from ibtedai scholarships to Dakhil, Alim, Fazil, and Kamil exams, everything is controlled by a single education board. This creates numerous problems for the madrasa education system.
11. Negative Effects of Co-Education
From the beginning to the end, co-education is prevalent in madrasa education in Bangladesh. This has a negative impact on faith, beliefs, and the mental well-being of students. For example, in the study of fiqh (Islamic jurisprudence), topics such as menstruation, sexual relations, marriage, and related issues are taught, which creates an uncomfortable environment in a co-educational setting.
12. Lack of Libraries and Textbooks
There is not only a shortage of textbooks but also an absence of libraries in madrasa education. Despite some subjects being more advanced than those in general education, there is no provision for a library, which is essential for madrasa students.
13. Absence of Vocational Training
In addition to the curriculum, madrasa students do not have opportunities for vocational education in fields like fish farming, small businesses, cottage industries, or poultry farming.
14. No Incorporation of Diplomas in Technology or Engineering
While general education includes avenues like BUET, polytechnic, computer diplomas, and engineering diplomas to enhance socioeconomic skills, the government has taken no initiative to introduce such branches in madrasa education.
15. Lack of a Commerce Department
There is no commerce branch in madrasa education, although it is a crucial field in national interest. Madrasa students are deprived of knowledge in areas like Islamic banking, insurance, and other commercial sectors.
16. Lack of Participation in Literature, Culture, and Fine Arts
Madrasa students have no opportunity to participate in literature, culture, fine arts, or handicrafts, which could foster intellectual development and appreciation of history, tradition, and cultural heritage. Madrasa students are being completely excluded from this important sector.
17. Absence of Legal Studies in the Madrasa Curriculum
Although general education students can pursue higher education, including MPhil and PhD after completing their MA, madrasa graduates (Fazil or postgraduate level) are not given such opportunities. Even after completing Kamil, a student cannot pursue MPhil or PhD.
18. Lack of Higher Education and Research Opportunities for Madrasa Students
There are no separate facilities or arrangements for higher education and research for madrasa students. Therefore, there is a pressing need for solutions to these problems in madrasa education.
The multifaceted issues within the madrasa education system and the extreme disparity with general education have sparked strong demands for reforming the educational system for several decades. Especially since the 1980s, the Bangladesh Madrasa Student Movement Council has been actively campaigning across the country, organizing meetings, seminars, distributing leaflets and posters, writing articles, and submitting reports and memorandums. The dire state of madrasa education, caused by the manipulative tactics of different groups since the British colonial period, calls for immediate solutions. Several proposals are being presented to improve the current madrasa education system:
1. Formulating an Education Policy
The goal is to educate students in a way that strengthens their faith in Almighty Allah and prepares them with modern, relevant education so that they can fully develop physically, mentally, and spiritually. This would enable them to become productive individuals motivated by religious values and consciousness. To achieve this, the outdated and controversial education policies need to be completely overhauled and replaced with a modern, relevant education policy.
2. Establishment of a National Islamic Arabic University
Just as the National University was established to manage undergraduate and postgraduate education, a fully autonomous Islamic Arabic University with grant-giving powers should be established in Dhaka to oversee Fazil and Kamil levels, freeing them from the control of the current boards.
3. Development of a Modern Curriculum
It is crucial to update and expand the curriculum to include relevant subjects. The curriculum should be revised, changed, and adapted to meet contemporary needs.
4. Government Support for Ibtida’i Madrasas
All Ibtida’i (primary) madrasas, which are the foundation of madrasa education, should be nationalized. These madrasas should receive the same textbooks and government benefits as primary schools. Additionally, there should be provisions for pre-primary education, such as nursery and children's centers.
5. Recognition of Dakhil, Alim, Fazil, and Kamil Levels
At the Dakhil level, 50% of the exam should consist of objective questions, as is the case with SSC exams, because under the current grading system, it is impossible to achieve an A+ with only 20% short-answer questions. Moreover, Dakhil and Alim graduates should be granted equal rights for admission to honors programs, just like SSC and HSC graduates, allowing them to enroll in any subject. Similarly, Fazil should be recognized as equivalent to a bachelor's degree, enabling Fazil graduates to access sectors such as LLB, B.Ed, and the BCS, along with both public and private employment opportunities. Furthermore, honors programs should be introduced at the Fazil level, and Kamil should be recognized as equivalent to a master's degree. Each district should have a government Kamil madrasa offering honors courses, and every sub-district should have a government madrasa.
6. Inclusion of Subjects Related to Social Life in the Curriculum
Science and technology are now essential in every aspect of life. Therefore, subjects such as computer science, the internet, science and technology, business, law, justice, agriculture, and technical education must be included in the madrasa curriculum.
7. Formation of a Separate Curriculum Board for Madrasa Education
A separate textbook and curriculum board for madrasa education should be established to ensure students receive the right textbooks on time that meet their needs.
8. Introduction of Higher Education and Research Programs
Postgraduate students in general education can pursue advanced research programs such as MPhil, PhD, and postdoctoral studies. Similar opportunities should be available for madrasa students, allowing them to engage in independent, scholarly thought (ijtihad) and address the modern problems of daily life. Appropriate support and infrastructure must be provided to foster this research, including government-sponsored laboratories and research facilities.
9. Ending Co-Education
Co-education should be discontinued at all levels of madrasa education, from secondary to higher education. Separate women’s madrasas should be established for female education.
10. Establishment of Libraries
Since madrasa students study both general subjects and Islamic law (sharia), they require access to a wide range of reference materials, such as the Quran, tafsir (interpretation), hadith, and other Islamic literature. Each madrasa should therefore have a well-equipped library to support students in their studies.
11. Proper Educational Administration Measures Must Be Taken
Educational administration is a crucial aspect of education. To manage Ibtida’i, Dakhil, and Alim classes, six educational boards should be established in the country's six divisions, similar to the general education system. Additionally, an Islamic Arabic University should be established to oversee Fazil, Fazil Honors, and higher education levels.
12. Necessary Arrangements for Teacher Training
Teacher training is vital for effective education. Similar to the B.Ed, PTI, M.Ed, B.P.Ed courses available in general education, training programs should be introduced for madrasa teachers. Training is the key to success.
13. Incorporating Vocational Subjects into Madrasa Education
In addition to the academic curriculum, madrasas should offer vocational education opportunities. Subjects like fish farming, poultry farming, animal husbandry, beekeeping, weaving, handicrafts, garments, carpentry, masonry, art, printing, small business, agricultural industries, electronics, and driving should be included. Students should also be provided with interest-free student loans.
14. Introduction of Diploma Levels in Madrasa Education
Like general education, madrasa students should have access to diploma courses in fields such as BUET, polytechnics, computer science, engineering, tourism, home economics, sports, media presentation, journalism, editing, and other professional disciplines.
15. Adding a Commerce Stream to Madrasa Education
The commerce stream should be incorporated into madrasa education to prepare students for participation in domestic and international trade, banking, the stock market, inflation management, insurance, and other commercial sectors.
16. Provision for Law Education
Courses on law, including Islamic law (Shariah), general law, and international law, should be introduced in madrasa education. LLB and LLM programs should also be made available.
17. Inclusion of Literature, Culture, and Fine Arts
Madrasa education should incorporate subjects related to literature, culture, fine arts, and other aesthetic activities, with a focus on maintaining decency, tastefulness, and contributing to human welfare.
Conclusion
We need to investigate why, despite the respect and devotion many people have, they are reluctant to send their children to madrasas. Why must madrasa education reform? Changes and improvements in madrasa education are the need of the hour, and everyone, particularly the nation's Islamic scholars, must reflect on this.
Despite promises from the Prime Minister and the Education Minister to eliminate discrimination against madrasa education and to grant Fazil and Kamil degrees equivalency to BA and MA, these decisions have yet to be implemented. Madrasa students are still unable to participate in competitive exams like the BCS.
If the madrasa curriculum, syllabus, and teaching methods can be elevated, madrasa students will rise not as extremists, but as individuals with high morals and values.
Writer: Former Central Dawah Affairs Secretary, Bangladesh Islami Chhatrashibir.
