Over the past ten years, numerous studies on the difficulties facing Islamic education in Bangladesh have been carried out (Karim M. (2022); Hasan, A. (2021); Rahman, S. (2020); Ahmed, F. (2019); Alam, M. (2020); Anwar, H. (2018); Siddique, N. (2019); Hossain, R. (2021); Latif, A. (2020) and Khan, M. (2021). The Muslim population of Bangladesh has been greatly influenced by Islamic education, which has a long history of forming its religious and cultural beliefs. Nevertheless, there are a number of issues with this system that prevent it from adequately preparing pupils for the current world. This article points out the main challenges that Bangladeshi Islamic education faces and suggests possible solutions.
Lack of Standardization in Curriculum: In Bangladesh, there are two primary Islamic educational streams: the Qaumi madrasa system and the Alia madrasa system. While Alia madrasas are incorporated into the national education system, Qaumi madrasas are greatly run without interference from the government. There is a lack of consistency in the curriculum as a result of these systems' variances, which may mislead employers and students about the credentials of madrasa graduates. Qaumi madrasas, in particular, prioritise religious studies above modern languages, science, and maths, which hinders their students' employability and competence to contribute to society.
Outdated Teaching Methods: Traditional rote learning is still extensively used in madrasas. Critical thinking and problem-solving skills, need based learning, assessments for learning are hindered by this approach, which prioritises memorisation over comprehension. Resources are very limited, and a large number of madrasa instructors lack proper pedagogical training. Students' intellectual growth is hampered as a result, making them less equipped for postsecondary education or the workforce.
Financial Challenges: Madrasas frequently rely on donations and community aid to fund their operations, particularly those located in rural areas. Financial instability results from this, which has an impact on infrastructure, educational resources, and quality of instruction. Many madrasas are devoid of the necessary infrastructure for complete education, including libraries, labs, and technology.
Social Isolation: Pupils in the Islamic educational system, especially those attending Qaumi madrasas, are typically socially distant from those in the mainstream educational system. Due to lack of exposure to other worldviews and social norms, this separation may make it more difficult for the person to integrate into larger society. Furthermore, madrasa students frequently experience stigmatisation and are thought to be less competent or skilled than their peers in secular education.
Limited Career Prospects: The curriculum at madrasas is very restricted, with a primary focus on Islamic theology. As a result, graduates have few options for employment outside of religion. Their competitiveness in the labour market is hampered by their lack of knowledge in contemporary areas like science, technology, and vocational training, which raises the rate of unemployment and underemployment among madrasa graduates.
Curriculum Reform and Standardization: Reforming and standardising the Islamic education curriculum is one of the main options. The inclusion of contemporary disciplines in the curriculum, such as science, technology, and vocational studies, can assist pupils become more prepared for a wider choice of employment options. Respecting religious customs while allowing these reforms, particularly in the Qaumi system, can be accomplished by the government. Madrasa graduates can make many contributions to society through a well-rounded education that integrates knowledge from both religions and secular sources.
Teacher Training and Development: To raise the standard of instruction at madrasas, funding for teacher preparation is vital. Modern educational approaches that prioritise critical thinking, creativity, and interactive learning should be taught to teachers. Enhancing the pay and working conditions for teachers can also draw more competent instructors to the madrasa system. Programs for professional development can guarantee that educators are prepared to successfully teach both contemporary and religious themes.
Financial Support and Infrastructure Development: Madrasas can receive financial support from the government and non-governmental organisations (NGOs), especially in rural areas. With this help, facilities can be built, such as computer rooms, labs, and libraries, to give students a more comprehensive educational experience. Madrasas can become more competitive and improve the quality of education by having access to resources and modern technology.
Social Integration Initiatives: One way to reduce the divide between the two educational systems is to promote interaction between students from Islamic and secular schools. Collaborative extracurricular pursuits, community outreach initiatives, and interschool gatherings can cultivate reciprocal comprehension and mitigate social seclusion. Additionally, this experience will broaden the madrasa students' perspective and better equip them for societal integration.
Vocational and Technical Education: Incorporating technical and vocational education into madrasas can provide students with employable skills that are in great demand. Madrasa graduates may find new career prospects through courses in subjects like computer technology, business, and engineering, which will lessen their reliance on religious duties for employment. This strategy can aid in reducing unemployment and enhancing the financial performance of madrasa students.
There are many obstacles facing Islamic education in Bangladesh, such as out-of-date curricula, insufficient training for teachers, restricted funding, and few employment options for graduates. But the system may be strengthened to suit the needs of a contemporary, globalised society with the right reforms—like curriculum modernisation, teacher development, financial support, and vocational training. By addressing these problems, we can make sure that Islamic education keeps being an important part of students' intellectual and moral growth as well as their preparation for success in a variety of disciplines.
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Author: Dr Mahmud Bin Sayeed
Chairman, UK Education and Research Centre (UKREC)
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