Islam encompasses all spheres of life, and when it comes to education, Islam emphasized both men and women to acquire knowledge. The two primary sources of Islam, the Quran and the Sunnah, stress meticulously on attainment of education for both men and women. Not only this, women's education even considered as crucial as men's, whereas in reality, women have to strive for this Fundamental Right. Therefore, the main objective of this paper is to highlight the importance of education for women, particularly Muslim women. It is commonly believed that Muslims are educationally backward and gender biased in sending their children to school. Also, there is another assumption that Muslims give more preference to Madrasah than modern schools, particularly when it comes to the education of their female child. Moreover, to underline the reasons that play a crucial role in this unbalanced ratio between the education of Muslim men and women. Some of these reasons are the existence of large families, negative attitude towards girls' education, lack of connection between Madrasah education and Modern education, financial crisis and poverty, security of girls, and so on. At last, the paper intended to highlights the working and contribution of two prominent Women Madaris, working in Aligarh at present, towards the fulfillment of educational and societal needs of Muslim women. The link between poverty and illiteracy among Muslim women cannot be over-emphasized. Regardless of the debates between the 'modernists' and the 'traditionalist,' irrespective of the merits of English-medium western-style education and an Urdu-medium traditional education, what Muslim women want today is some form of knowledge that empowers them to better their lot. Individual initiative, few and far between and laudable for their courage, undoubtedly will not take the Muslim woman very far. While much is being achieved in pockets, a lot remains to be done. What is needed, and needed urgently, is a more proactive role on the part of the state. More cash incentives, attendance incentives, special stipends to meritorious girl students, special bus services, more morning shift schools, more emphasis on basic literacy and numeracy, adult-education classes, public reading rooms, gender-sensitive learning materials – these need to be factored into any schemes involving education among Muslims. Educating Muslim girls, involves a greater investment in resources and facilities, such as female teachers, financial incentives, separate schools, and transportation. So, Muslim educators themselves, along with the government and states, have been “tardy” in addressing the problem. Other SRCs have made efforts to educate their girls, but Muslim faith-based organizations have yet to catch up. The governments “much-hyped Madrasah-modernization scheme with catchy slogans like ‘Education for All’ will amount to little if the so-called incentives fail to meet ground realities”.

1. Teacher’s Perspective on
Madrasa Education for Girls:
With Special Reference to Women Madaris
in Aligarh
Presented By:
Adeeba Naz
Junior Research Fellow,
Department of Islamic Studies, AMU, Aligarh

2. Introduction
• Seeking knowledge is incumbent upon every Muslim
(male and female) – Sahih al Jami-3914
• The mother’s lap is the first Madrasa for a child.
• Situation in India –
- Muslim Population – 14.23%
- Female Population – 6.9%
- Literacy Rate – 59.1
- School Drop out Rate – 72%

3. Research Objectives
Exigency of Madrasa Education for
girls.
Perspective of teachers on girl’s
Madrasa Education.
Issues faced by girls students of
Madrasa.
Challenges posed to Madrasa

4. Research Methodology
Empirical Research based on –
• in-depth interviews of teachers
-both male and female teachers
-from Madrasa background
• Survey of two Madaris in the vicinity of Aligarh
-Infrastructure
-Basic facilities
-Quality of teachers
-Special provisions for girls

5. Findings
Issues faced by Girls
in Madrasa
External
Issues
Parental Control
Husband’s Control
Societal Issues
Internal
Issues
Syllabus
Infrastructure
Technological & Professional Skills
Communication Skills
Personality Development

6. Conclusion and Recommendations
 Awareness in the society at ground level
 Voices from among the communities
 Financial assistance from Centre/State Governments
 Affiliation from reputed central and state
Universities
 Quality of teachers for subjects like science, maths
etc.

7. THANK YOU