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, darbhangaBihar
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 = 2006 7.
Column1Column2Column3Column4Column5Column6SEX Frequency Percent
ValidValid Cumulativ Percent e Percent 75
75BOY15075GIRL502525Total2001001001007 8. LOCATION Frequency
Percent ValidValid Cumulativ Percent e Percent 50
50URBAN10050RURAL1005050Total2001001001008 9. STATUS
PercentValidValid Cumulati Percent ve Percent 50 50 50RECOGNI ZED
PRIVATE100 1005050Total2001001001009 10. 10 11. 11 12. 12 13. 13
14. Between-Subjects FactorsSEXValue Label 1 BOY 2 GIRLLOCATIONN
150 50 1002 RURAL STATUS1 URBAN1001 RECOGNIZ ED 2 PRIVATE100 10014
15. STATISTICAL ANALYSES &RESULT15 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 1627721dfMean
SquareFSig.761.5921.1810.316116277213.12E+04049.608149.6080.9510.331265.6251265.6255.0920.025STATUS40.558140.5580.7770.379SEX
* LOCATION SEX
*57.256157.2561.0980.296204.541204.543.9210.049STATUS LOCATION *
STATUS SEX *33.229133.2290.6370.42641.599 LOCATION 10015.73
Error141.5990.7970.37319252.165Total200SEX LOCATION2592575Corrected
10446.88 199 Total a. R Squared = .041 (Adjusted R Squared =
.006)16 17. Paired Samples Test Paired Differences MeanPair
1MADRASA STUDENT S - SEX1.12E+02Std. Deviation7.26348Std. Error
Mean0.51361tdfSig. (2tailed)95% Confidence Interval of the
Difference Lower Upper 111.3622113.3878218.7961990Report MADRASA
STUDENTS SEXMeanNStd. Deviation 150
7.03538BOY1.1367GIRL1.1348507.91599Total1.13622007.2454717 18.
Paired Samples Test Paired Differences MeanPair 1MADRASA 1.12E+02
STUDENT SLOCATIONStd. Std. Error Deviation
Mean7.324450.51792tdfSig. (2tailed)95% Confidence Interval of the
Difference Lower Upper 111.1037113.1463216.4921990Report MADRASA
STUDENTS LOCATIONMeanNURBAN1.1452Std. Deviation 100
7.12866RURAL1.12731007.28615Total1.13622007.2454718 19. Paired
Samples Test Paired Differences MeanPair 1MADRASA STUDENT
SSTATUS1.12E+02Std. Std. Error Deviation Mean7.247210.51245tdfSig.
(2tailed)95% Confidence Interval of the Difference Lower Upper
111.1145113.1355218.8199Report MADRASA STUDENTS STATUSMean
1.134NStd. Deviation 100 8.03025RECOGNIZ ED
PRIVATE1.13851006.39819Total1.13622007.24547190 20. 20 21. 21 22.
22 23. Whether Madarsah education has led tothe 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 awardedby 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. Asection 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. 27The 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.shouldbecomeEfforts 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 29. THANK YOU VERY MUCHWASSALM
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