1. DR MD INTEKHAB UR RAHMAN ASSOCIATE PROFESSOR UNIVERSITY
DEPARTMENT OF PSYCHOLOGY B.N.MANDAL UNIVERSITY MADHEPURA-BIHAR
PIN-852113 E-mail: [email protected] 1
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. 3
4. HYPOTHESIS Ho= Young Muslims are not having their positive
attitude towards modern education rather they are inclined towards
traditional education provided by the madarsahs educational system.
4
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 5
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 6
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 7
8. LOCATION Frequency Percent Valid Valid Cumulativ Percent e
Percent 50 50 URBAN 100 50 RURAL 100 50 50 Total 200 100 100 100
8
9. STATUS Percent Valid Valid Cumulati Percent ve Percent 50 50
50 RECOGNI ZED PRIVATE 100 100 50 50 Total 200 100 100 100 9
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 14
15. STATISTICAL ANALYSES & RESULT 15
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) 16
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 17
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 18
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 19 0
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21. 21
22. 22
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 23
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.. 24
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. 25
26. A section of Muslim thinkers are in favour of modernization
of madarsahs 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 26 courses.
27. 27 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. 28