Education is a cornerstone for the advancement of any community. This research paper examines the historical and structural transformation of the Madrassa education system in India, tracing its journey from traditional religious hubs to modern, state-affiliated institutions. While Muslims constitute 15% of India's population, their literacy rate of 79.5% remains below the national average. The study explores the evolution of Madrassas through various historical phases—from early mosque-based Maktabs and the formalization of the Dars-e-Nizami curriculum to the establishment of the Calcutta Madrasa in 1781, which marked the beginning of state participation. The paper highlights the legal framework provided by the Indian Constitution, which empower minorities to establish and manage their own educational institutions. Despite these protections and modernization initiatives such as the Scheme for Providing Quality Education in Madrasas (SPQEM), the system faces persistent challenges. Key obstacles identified include insufficient funding, a lack of infrastructural facilities, untrained teachers, and the use of outdated instructional methods. The research concludes that for the Madrassa system to align with the goals of NEP 2020, both central and state governments must take active measures to integrate modern subjects with traditional learning, ensuring vertical academic mobility and quality education for the Muslim community.
Khatua et al. (Sun,) studied this question.
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