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Madrasah Education System in West BengalMadrasah Education System in West Bengal- An Overview- An Overview
A brief introduction to the Madrasah Education in West Bengal Madrasah education started in West Bengal with the establishment of Calcutta Madrasah in 1780. Since then there have been many organizational restructuring and subsequently West Bengal Board of Madrasah Education has been constituted as an autonomous body through West Bengal Madrasah Education Act, 1994 in the West Bengal State of Legislature. The Board functions with same academic, administrative norms, facilities, status and privileges as enjoyed by other Boards of Education, Councils and similar bodies in the State Government. The principal objective of the Board, besides supervision and control, is to make these institutions as centre of excellence, more student and community friendly so that they are able to participate in a meaningful way. In West Bengal there are two types of Education system. i) School education system , and ii) Madrasah Education system.
Few institutions are recognized by the Government and completely aided by the Government to support all expenses and some are run and maintained by individuals, community or organizations.
There are two types of Govt.-recognized institutions: (1) The old scheme – Senior Madrasah Education system and (2) The new scheme – High Madrasah Education System.
The curriculum and syllabus have been restructured with view to open access to higher education, employment possibilities and social opportunities.
TOTAL HIGH MADRASAH 512
TOTAL SENIOR MADRASAH 102
GOVT. RECOGNIZED & AIDED MADRASAHS
JUNIOR HIGH MADRASAH
122
HIGH MADRASAH
07
SENIOR MADRASAH
65
RECOGNISED UN-AIDED MADRASAHS
194
RECOGNIZED UN-AIDED MADRASAHS
COMPERATIVE FIGURES OF RECOGNITION AND UPGRADATION
1947-48 2009-10 2010-11 2011-12 2012-13Jr. High Madrasah 90 90 110 114 114High Madrasah 7 389 394 395 398Senior Madrasah (upto Alim) 2 102 102 102 102H.S. Madrasah 0 167 172 198 210Fazil Madrasah 0 54 55 55 66Madrasahs with Vocational Stream 0 156 156 183 183
GROWTH OF MADRASAHS (BY TYPE)
1977-1978 2009-10 2011-12 2012-13 Boys Girls Total Boys Girls Total Boys Girls Total
Student 182781 259772 442553 187474 278728 466202 193308 290554 483862Student under
Board's Examination
4023 42200 48812 51041
GROWTH OF STUDENTS
HIGH MADRASAH TEACHERS-STUDENTS – PRESENT SCENARIO
NO. OF MADRASAHS
NO. OF SANCTIONED TEACHERS
NO. OF TEACHER
S
VACANT POSTS
NO. OF STUDENTS
AVERAGE NO. OF
STUDENTS PER
MADRASAH
TOTAL NO. OF
STUDENTS
PERCENTAGE
NO. OF GIRLS
PERCENTAGE
398 7847 6501 1346 389566 979 154411 39.63% 235155 60.37%
NO. OF SANCTION TEACHERS
(7847)
PRESENT STUDENT STRENGTH (389566)
PRESENT TEACHERS STRENGTH
(6501)
PRESENT STUDENT STRENGTH (389566)
1:49 1:59
TEACHER-STUDENT RATIO
REASONS FOR DROP-OUT OF CHILDREN FROM THE MADRASAHS
Major reasons for drop-outs of students from the Madrasah system are enumerated below :
i) Early marriage – Early marriage of girl students is a major cause for drop-out. Girls are getting married at an
early age and hence cannot study further. Some girls are forced to discontinue their studies even though they are willing to carry on with their studies.
ii) Poor economic condition and faulty perception on benefits of education – Poor economic condition is
another major factor. In most of the cases each child is viewed as an additional pair of hands which can help the family to earn additional resources. Some children go out with their father for helping him in the fields, feeding cattle and some, mostly girls stay back at home to help their mothers with household work or for looking after young siblings. Some even start earning for the family. Some families think that sending children to school is wastage of time and resources and engaging them in work is always a better option. Education, it is still perceived, cannot offer enough opportunity to earn money. Therefore, many parents engage their children in bidi binding work, zari work or in brick kiln rather than sending them to school.
iii) Lack of opportunities for higher studies – There are some students who are willing to continue studies after Alim and Fazil. However, there are few opportunities for them for their higher education.Restrictions on girls - it is observed that dropout of girls is more than boys due to socio-economic problems. Certain families impose restriction on adolescent girls from going to schools. Parents prefer girls sitting at home and helping their mother in household work than sending them to study in schools. It was emphasized that social attitude of people needs to change.
REASONS FOR DROP-OUT OF CHILDREN FROM THE MADRASAHS contd..
iv) Lack of guidance and compassion from teachers - It is observed that some students who attend school do not get proper guidance and compassion from teachers. This makes them de-motivated and hence they discontinue going to Madrasahs. Some teachers somehow finish their day’s assignment and are in hurry to go back home. They spend less time with the children and is not interested to know whether the student understood the topic or not.
v) Discrimination by teachers - It has also been observed that some of the teachers of Madrasahs discriminate children between poor and backward class/tribe and with children coming from well-off families. This makes the children demotivated and they fall back from going to the Madrasahs.
vi) Lack of accountability among teachers – It is observed that there is no accountability of teachers in Madrasahs. Some teachers do not report to their seniors and are sometimes unwilling to take classes. Sense of responsibility is lacking among the teachers and overall there does not exist a healthy teacher-student relationship. Parents too have a negative approach. There is a need to orient and sensitize the teachers before they start teaching and interacting with students.
REASONS FOR DROP-OUT OF CHILDREN FROM THE MADRASAHS Contd..
Greater percentage of girls than boys leading to more drop-out - It is observed that the ratio of girls in Madrasahs are more than boys. For boys, creating opportunities of earning is of prime importance and in this respect, Madrasah is not perceived as a viable option for creating earning opportunities. However, since girls will get married early, so they go to Madrasahs for education. Perception on institutional education - Some parents have a mindset that children who go away from their homes to study and work do not want to come back home. Hence they prefer them studying near their home. Initiation into jobs at a tender age - Some educated parents, force their children to acquire skill to become skilled labour at a very early age. After primary education due to lack of opportunities to study further children tend to work as skilled labour. After a while, the young boys get used to earning money and do not show willingness to come back to the school discipline. Young girls are compelled to stay at home and do household work.
REASONs of drop-out SOLUTION
1Lack of commitment of the teachers and attachment with students
More number of quality teachers necessary, Training of teachers
2No accountability on part of the teachers Introduction of a system to ensure
accountability of teachers
3Students are not sure about their career plans beyond eighth standard
Motivation of students – and provide a positive outlook, Facilitate visioning among the students
4Parents are not interested to know about educational progress of their children
Involvement of parents and parents teach interactive session to be conducted.
5Infrastructure is there but these are not maintained and utilized
Optimum utilization of existing infrastructure, Installation of Modern equipment
6Lack of attachments of the students with the school
Sports / physical activities / social utility-based programmes
7The examples of well performing Madrasahs are never highlighted as examples to most of the institutions
Identification of Best practices and wide dissemination
8There is no record for absenteeism of the students and the reason thereof
Proper maintenance of record of attendance and regular monitoring
9Poor attendance of students immediately before and during examination
Streamlining of evaluation procedure instead of too many and repetitive evaluations
10No pro-active role of teachers in educating students.
Quality education by Training, evaluation and integration of teachers.
SOME SUGGESTIONS TO REDUCE THE NO. OF DROP-OUTS
REASONs of drop-out SOLUTION
11
The classroom teaching is different from the text book materials and students cannot follow afterwards which result in poor performance of the students in the examination
Coordination between text book materials and classroom teaching
12Students are de-motivated and not aware of the incentives available
Orientation and sensitization of the students on the available incentives
13When the weak students are promoted to higher class in automatic process, it becomes difficult for them to follow
Introduction of Bridge course for weak students
14
The syllabus is not at par with other boards as result of which if the students takes admission in other schools, it becomes difficult for them to follow
Modernization and upgradation of syllabus
15Without separate common room for the girls, it becomes difficult for them to come to the schools
Separate common room for girls
16
In most of the cases, toilets are not functional and there is no provision for running water. This creates particular problems for the girls who cannot go to the toilets during school hours
Toilets with running water separately for boys and girls
17The teaching methods are old fashioned and repetitive which many students find boring and fails to ignite curiosity in them
Introduction of Audio-visual teaching methods
18
Girls when they gets admission in high Madrasah have to travel long distance, even five kilometers to go those schools. This is not acceptable to the parents of these girls
Hostel facility for students, particularly for the girls.
19No monitoring system in Madrasah as a result of which quality of the schools is not monitored
Dedicated inspectors for Madrasah
20
In many cases teachers are not appointed locally. As a result the teachers have to travel on an average for 2-4 hours to come to school. The teachers therefore are always in a hurry to go back home. They cannot concentrate whole heartedly for teaching the students.
Appointment of teachers locally so that teachers do not have to travel for long hours every day and concentrate more on teaching
REASONs of drop-out SOLUTION21
The students are at a loss as to their career plans after they pass out eighth standard
Training of students – vocational training linkage forward linkage
22
In some schools the number of students are much more than the teachers, while in other schools there are not enough students compared to the number of teachers
Proper teacher-student ratio so that there is not much discrepancy
23There is no reward system to acknowledge the special efforts put in by meritorious students
Introduction of scholarship for the meritorious students
24 Weak students stay away from school Counseling cell for weak students
25
Teachers take the classes in an uninterrupted manner without any gap between classes and in many cases they become stressed out.
Gaps between periods so that the teachers regain their energy before taking a fresh class
26The teaching method is conventional and there is no provision for recapitulation of the lessons they have learnt over months.
Provision for quiz and recapitulation classes
27
It becomes difficult to send children to schools by the mothers who are working, particularly in the 100 days’ work scheme because the older children have to take the responsibility to look after the smaller children
Introduction of crèche
28The schools do not have boundary walls and it becomes unsafe for the students, particularly for the girl students
Building of boundary walls around Madrasah
29The toilets in schools are very dirty and this acts as a deterrent for the students
Appointment of cleaning persons for the toilets through MGNREGS
30
The evaluation system is very stringent at times and the student gets very low marks. This causes major demotivation for the students
Proper motivation of the students through giving them more marks and slightly lenient answer script evaluation.
31 Demotivated students seen in Madrasahs Introduction of spoken English classes