MODERN EDUCATION

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ATTITUDE OF YOUTH TOWARD MODERN EDUCATION

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MODERN EDUCATION

  1. 1. DR MD INTEKHAB UR RAHMAN ASSOCIATE PROFESSOR UNIVERSITY DEPARTMENT OF PSYCHOLOGY B.N.MANDAL UNIVERSITY MADHEPURA-BIHAR PIN-852113 E-mail: rahman3521@gmail.com 1
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  3. 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. 4.  HYPOTHESIS  Ho= Young Muslims are not having their positive attitude towards modern education rather they are inclined towards traditional education provided by the madarsah’s educational system. 4
  5. 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. 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. 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. 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. 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
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  14. 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. 15. STATISTICAL ANALYSES & RESULT 15
  16. 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. 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. 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. 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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  23. 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. 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. 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. 26. A section of Muslim thinkers are in favour of modernization of madarsah’s 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. 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. 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
  29. 29. THANK YOU VERY MUCH WASSALM 29

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