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Asian Journal
of Research in
Social Sciences
and
Humanities
Asian Journal of Research in Social Sciences and Humanities
Vol. 7, No. 5, May 2017, pp. 1-17.
ISSN 2249-7315
A Journal Indexed in Indian Citation Index
DOI NUMBER:10.5958/2249-7315.2017.00293.3
1
Asian Research Consortium
www.aijsh.com
Maktabs and Madrasas in India: A Look at Statistics
based on 8th All India School Education Survey
Vishal D Pajankar*
*NCERT,
New Delhi, India.
Abstract
During British rule in India, these institutions were targets of tirade of Trevelyan in that Macaulay‟s
recommendations of 1835 envisaged stopping of the printing of Arabic books and abolition of the
Madrasas and the Sanskrit pathashalas. During the period, the Persian, Arabic and Urdu Maktabs
and Madrasas and Sanskrit Pathshalas were succeed without expansion, but found a congenial
atmosphere for expansion in the post-Independence era however, post independence government
had not shown keen interest in the expansion of Maktabs and Madrasas. Under 8th AISES (2009),
information on Oriental School in the country has been collected. As per 8th AISES report, only
Maktabs (816) and Madrasas (3,879) are functioning in the country. Present paper is focusing on
some more statistics on various parameter of Maktabs and Madrasas status in the country.
Keywords: Maktabs, Madrasas, Macaulay, Schools, Enrolment, Teachers.
I. Introduction
The Eighth All-India School Education Survey is unique in the sense that it aimed at finding out
enrolment of students at all stages of education and in all types of institutions with reference date
30th September 2009. The institutions covered include the schools from pre-primary through higher
secondary, Oriental Institutions such as Maktabs, Madrasas and Sanskrit Pathshalas. The
information about Maktabs, Madrasas and Sanskrit Pathshalas has been collect in a separate
schedule named Village Information Form (VIF) and Urban Information Form (UIF)
(NCERT, 1978).
The maktabs/madrassas were originally meant to be a purely religio-cultural institution,
aimed at preserving and propagating Islamic traditions (Sultanat, 2003). The British period is
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
Vol. 7, No.5, pp. 1-17.
2
generally considered a period of strong set back to Indian education system. But at the same time;
Madrasa education also continued, flourished and saved Indian Muslims from being affected by the
western culture. It was during this period the several well-known seminaries were established. They
include Durul-Ul-Ulum Deobond (1866) Nadwat-Ul-Ulema Lucknow (1894) and even Jamia
Arabia Islamia Nagpur (1938) (Haque, 2013). With the passage of time, maktabs/madrassas lost
their sheen and utility. Especially the post-Mughal period saw the waning of madrassas as centres
of knowledge and excellence‟. To make matters worse, even the institution got enmeshed in a vice-
like grip of orthodoxy and conservatism, leading to its stagnation and subsequent downfall
(Sultanat, 2003).
After independence, there are many persons who believe that due to the influence of
secularism in India, the religious educational institutions have lost their relevance. But, in fact; the
maktabs/madrassas education system is still strong in their own position and has been increasing
and progressing by leaps and bounds in the country.
The new challenges of the 21st century (the century of Knowledge) can not be
encountered without considering the problems of Muslim education in India, because Muslims are
the biggest minority community of this nation comprising 13.4 Percent of it‟s population. And
maktabs/madrassas education is a significant part of the History of Muslim education and Islamic
studies in India. Late Shri Madhavrao Scindhia, the then Minister of Human Resources
Development (HRD) while adrassing a muslim education conference held in Delhi on May 7, 1995,
stated that there were 125000 Madrassas in India during the time of Mughal reign in India. The
report of all India survey by Hamdarad education society published in the June 1996 confirmed the
said figure (Sultanat, 2003).
Although these were the only institutions imparting education in the country before the
British introduced the formal school system, no serious attempt seems to have been made to study
the functioning of these institutions and to assess support they needed from the government.
However, the Sanskrit Commission of 1956 was the first to look into their needs. Probably the
main reason for this was that these institutions functioned in isolation rather than in an organized
way and hence the follow up of these institutions was an ordeal (NCERT, 1978).
II. History of Maktabs and Madrasas
The madrassa was originally meant to be a purely religio-cultural institution, aimed at preserving
and propagating Islamic traditions. It was devoid of any political agenda or ideology. However, the
political patronage that they were receiving enabled them to influence policy-making in an advisory
role (Sultanat, 2003).
As there is no documentary evidence for starting point of the maktab/ Madrasas. The
sources have not yielded any direct information concerning the architecture or curricula of early
madrasas (colleges for higher religious studies) and maktabs. There are references to maktab-
kh¯anas (i.e. school buildings) in several legal documents from the tenth to the fifteenth century,
however, and useful visual evidence for the interiors, teaching materials and code of conduct for
students and teachers (maktabd¯ars) may be gathered from miniatures of the Shiraz and Herat
schools of the fourteenth to the sixteenth century, for which school settings were a favourite
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
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subject, but all this evidence is from later times. As a rule, the maktab was attached to the local
mosque and was often located in the teacher‟s house, where he and his wife looked after boys and
girls separately. From the tenth to the twelfth century and later, notwithstanding the well-developed
network of maktabs, teaching was often informal and amateurish. A significant proportion of
families remained content to teach their children at home (UNESCO, 1996).
The first educational institution in the Muslim world was the mosque built at Medina early
in the seventh century by the Prophet Muhammad and his Companions. From then on, mosques
were used for teaching purposes, especially for the teaching of law and theology, but as society
developed, study circles were held not only in the mosques but also in the palaces, in the streets and
even in the market-places. The study circles also grew in number and quality during this period,
forming the nuclei of what were to become the madrasas, colleges intended for adults who had
already received their primary education in private schools or mosques. In the tenth century the
madrasas emerged as an independent institution distinct from the mosque, although madrasas at
least in the early days were set up either for a single jurist or to teach the tenets of a particular
legal school. Thus was born a new kind of educational institution, destined in future to become a
centre of religious and secular learning in the Islamic world and a place where the representatives
of the official class were educated in the spirit of Muslim orthodoxy.
The history of Madrasa education in India starts since the arrival of Muslims in India and
it began in the 10th century with the establishment of Maktabs and Madrasas in the towns of Sind,
Dabel, Mansura, Multan by the Arab traders and settlers (Haque, 2013).
After the passage of time, this system was gradually developed and hundreds of mosques
during this period were flourished. Oudh, Multan, Lahore, Khairabad, Patna, Surat, Delhi, Agra
were the main centres of Madrasa education and Islamic studies (Haque, 2013). The appearance of
Urdu institutions was in the period of Akbar in 16th century. Its period was also called as period of
secular rule. The people were forced to study in Urdu institutions along with Muslims. As a result,
with this intermingling of Hindus and Muslims, a new language came into existence as Urdu which
has Persian script and includes many Arabic and Persian words.
During British rule in India, these institutions were targets of tirade of Trevelyan in that
Macaulay‟s recommendations of 1835 envisaged stopping of the printing of Arabic books and
abolition of the Madrasas and the Sanskrit college at Calcutta. However, the then Governor-
General, Lord William Bentinck was more generous in that, although he endorsed Macaulay‟s vies,
he promised that the “existing institutions of oriental learning would not be abolished as long as
pupils study there and that the stipend then given to teachers and pupils would not be stopped,
though no new stipends shall be given hereafter.”
During British rule, the Persian, Arabic and Urdu Maktabs and Madrasas and Sanskrit
Pathshalas were succeed without expansion, but found a congenial atmosphere for expansion in the
post-Independence era.
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
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III. Source of Statistics
Since 1957, Government of India is collecting the information on schooling facilities in the country
for policy prospective. It collected information on school access, enrolment, teachers, physical
facilities, ancillary facilities, etc. available in the school at census basis. First survey was conducted
by then Ministry of Education, Government of India. After first census, NCERT conducted school
surveys at the behest of Ministry of Education/MHRD. In the series, last survey, Eighth survey
called as Eighth All India School Education Survey (8th AISES) is conducted with reference date
September 30th, 2009. This survey has also collected information on oriental schools such as
Maktabs, Madrasas and Sanskrit Pathshalas. The statistics/reports of the 8th AISES as well as
previous surveys are available at AISES web portal www.aises.nic.in .
This article is an attempt the present the statistics on Maktabs and Madrasas collected in
the 8th AISES as on said reference date.
IV. Maktabs/Madrasas (Following System of General Education)*
According to the NV (statistical) report of 8th AISES, there are 816 Maktabs and 3,875 Madrasas in
the country, which following system of general education (see table 1). Out of total 816 Maktabs,
82.97% (677) Maktabs are situated in rural part of the country and only 17% (139) are in urban
areas. Of these total Maktabs, 87.13% (711) Maktabs are of primary category, 10.6% (87) Maktabs
are upper primary category, 1.56% (13) are secondary and 0.61% (5) are higher secondary type
Maktabs. Out of these, most of the Maktabs are in rural areas. Around 83% primary category, 85%
upper primary category Maktabs, 85% secondary and 60% higher secondary Maktabs are located in
rural areas. On the other hand, out of 3,875 Madrasas almost 35% Madrasas are located in urban
areas and rest 65% of Madrasas are functioning in rural India. Almost same trend is also seen at
different category of Madrasas. In primary type of Madrasas, these figures are 887 and 1,561 (36%
and 64%), in upper primary category, it is 372 and 701 (35% and 65%), in secondary it is 70 and
192 (27% and 73%) and in higher secondary, 27 and 65 (29% and 71%) for urban and rural areas
respectively.
Table 2 reveals that of total (711) Maktabs of primary category, 50% (354) Maktabs are of
Government/Local Body managements where 81% (286) Maktabs are in rural areas and 19% (68)
are in urban areas. Rest 50% (357) are managed by private management. Out of them, half of
*Maktabs/Madrasas (following system of general education) means in these Maktabs/Madrasas
education is giving in the form of formal education system of the country in addition to the
religious education.
School category will be determined as per state pattern on the basis of the highest class in a
school. For example, in a state where classes I – V, VI-VIII, IX-X and XI- XII form primary, upper
primary, secondary and higher secondary stages respectively, the category of the school will be
decided as follows:
A school having classes up to V will be termed as Primary school.
A school having highest class either VI, VII or VIII will be termed as Upper Primary school.
A school having highest class either IX or X will be termed as Secondary school.
A school having highest class either XI or XII will be termed as Higher Secondary school.
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
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Maktabs are private unaided but recognised. However, 29% (104) are private aided recognised and
20% (70) are unaided unrecognised Maktabs in the country. This situation is only in primary
category of Maktabs.
In case of Upper Primary category, out of total (87) Maktabs, 57% (50) are managed by
Government/Local Body and 43% (37) are by private managements. Out of 37 private management
institutions, 17 Maktabs are aided, 14 are unaided but recognised and 6 are unaided unrecognised.
In rural areas, there are 74 upper primary Maktabs out of which 38 are Government/Local Body, 17
are Private aided, 13 are Private Unaided (Recognised) and 6 are Private Unaided (unrecognised).
However in urban areas, 12 Government/Local Maktabs and only Private aided (recognised) upper
primary Maktab School.
In case of secondary and higher secondary category of Maktabs, there are only 13 and 5
Maktabs in the country respectively. Of them 11 and 3 are located in rural areas while each 2 are in
urban areas respectively. Out of 13 secondary Maktabs, 8 have Government/Local Body
Management and 5 are managed by private management out of them 4 are aided recognised
Maktabs and 1 is recognised but unaided. On the other hand, 3 higher secondary Maktabs are
running by Government/Local Body and 2 Maktabs are by private (aided) management.
As discussed in above para about Maktabs category schools, same scenario is reflected in
Madrasas also. Out of total Madrasas of primary, upper primary, secondary and higher secondary
category, almost 50% of Madrasas have Government/Local Body Management. The statistics of
distributions is given in the table 3. Of the total primary, upper primary, secondary and higher
secondary Madrasas, 1034 (42%), 418 (39%), 132 (50%) and 47 (51%) Madrasas are managed by
Government/Local Body Management respectively. However, out of total 1,097 private aided
Madrasas, 653 (60%) are primary, 370 (34%) are upper primary, 52 (5%) are secondary and 22
(2%) are higher secondary Madrasas. In case of unaided Madrasas which are divided into
recognised and unrecognised, there are 900 recognised private aided Madrasas and 247
unrecognised Madrasas in the country. The share of these Madrasas is around 30% in total
Madrasas in the country.
The present survey reveals that as on September 30th, 2009 (given in table 4), there are 806
Maktabs institutions in the country where primary stages/sections education facility is available.
Of them, 83.25% (671) primary sections are in rural areas while 13.75% (135) are in urban areas.
However, there are 99 upper primary stages/sections, 18 secondary and 5 higher secondary
School Stages/sections: Combination of classes for different school stages differs from state to
state. Various combinations of classes of the school system constitute primary, upper primary,
secondary and higher secondary stages/sections.
Generally in most of the states classes I-IV/I-V constitute primary stage/section; classes V-VII/VI-
VII/VI-VIII constitute upper primary stage; classes VIII-X/IX-X constitute secondary stage; and
classes XI-XII as higher secondary stage.
Some of the States and Union Territories have provision for junior colleges, independent Pre-
University Classes (PUC), intermediate colleges and degree colleges having the higher secondary
classes. In this survey, these classes/colleges will be considered along with the higher secondary
stage.
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stages/sections are recorded in the survey. Out of them, 86 and 13 upper primary sections, 14 and 4
secondary sections and 3 and 2 higher secondary sections are situated in rural and urban areas
respectively. It reflects that Maktabs which following system of general education is mainly
concentrated at primary stages only. In case of Madrasas, similar situation is found. There are 3,812
Madrasas which have primary stages as recorded in 8th AISES. Out of which 2,482 (65%) are
located in rural areas while 1,330 (35%) are in urban areas. For upper primary education, out of
1,407 upper primary stages of Madrasas, 942 (67%) are in rural and 465 (33%) are situated in urban
part of the country. The percentage of these Madrasas is 67 and 33 respectively. Same situation
followed in secondary and higher secondary stages of Madrasas in the country.
V. Statewise Distribution of Maktabs/Madrasas Following System of General
Education
As discussed above, there are 806 Maktabs have primary stage education, 99 Maktabs have upper
primary stages, 18 Maktabs have secondary and only 5 Maktabs have higher secondary stages in
the country. At the same time, 3812 Madrasas have primary stage, 1407 have upper primary stage
facility, 352 are have secondary and 92 Madrasas have higher secondary education facilities.
In case of primary stage, Uttar Pradesh states have highest 321 Maktabs where primary
stage education facility is available. Out of these 321 Maktabs, around 86% (275) are situated in
rural part of Uttar Pradesh while only 14% are in urban areas. This followed by Assam state where
124 Maktabs having primary stage education facilities with 119 (96%) primary facility in rural
areas and 5 (4%) such Maktabs in urban areas. West Bengal has 102 Maktabs with primary facility
while Bihar state has 87 Maktabs with primary education facilities. On the other hand, the states
like Andaman and Nicobar Island, Arunachal Pradesh, Chandigarh, Chhattisgarh, Daman and diu,
Dadra & Nagar Haveli, Goa, Himachal Pradesh, Lakshadweep, Mizoram, Nagaland and
Puducherry does not have primary stage education facility.
In case of upper primary level education, out of 99 Maktabs where this facility is available
in the country, 26 Maktabs are functioning in Uttar Pradesh state where 22 (85%) Maktabs are in
rural areas and remaining 4 (15%) are in urban Uttar Pradesh. It followed by Assam state where 18
Maktabs are in rural and single Maktab is in urban area. There are 18 Maktabs where facility of
secondary stage education is available and only 5 Maktabs where higher secondary stage education
facility is available. In state of Uttar Pradesh, Odissa and Assam each have 4 Maktabs where
secondary stage facility is available.
On the other hand, out of total 711 primary category Maktabs, five states which have
highest number of primary category of Maktabs are Uttar Pradesh with 296 (254 in rural and 42 in
urban) followed by Assam have 105 (101 rural and 4 urban), then West Bengal have 88 (78 in rural
and 10 in urban areas), Bihar with 79 Maktabs (62 in rural and 17 in urban areas) and so on. Of 87
upper primary Maktabs, 23 are reported in Uttar Pradesh where 19 are in rural areas and 4 are in
urban areas. This followed by Assam with 19 upper primary category of Maktabs followed by West
Bengal with 13 Maktabs in the state. However, the state of Odissa, Assam and Uttar Pradesh have
4, 4 and 2 Maktabs respectively and States like Andhra Pradeh, Karnataka and Punjab have only
single Maktab.
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
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7
In case of Madrasas which having primary stage, Uttar Pradesh state have highest number
of Madrasas i.e. 996 where primary stage education is available. Out of 996 Madrasas, 739 (74%)
Madrasas are situated in rural part of Uttar Pradesh while 257 (26%) are in urban areas. This
followed by Rajasthan state where 703 Madrasas spread in 347 (49%) in rural and in 356 (51%)
urban areas. Then the state of Madhya Pradesh where 499 Madrasas are distributed in rural (79) and
urban areas (420).
Out of 1407 Madrasas where upper primary level education is available in the country, out
of them, 334 Madrasas are functioning in Uttar Pradesh state where 212 (63%) Madrasas are in
rural areas and remaining 122 (27%) are in urban Uttar Pradesh. It followed by Madhya Pradesh
state with 14 (9%) Madrasas in rural and 145 (89%) Madrasas in urban area. It followed by West
Bengal with 184 Madrasas in the state.
There are 352 Madrasas where facility of secondary stage is available and 92 Madrasas
where higher secondary stage education facility is available in the country. In case of secondary
stage education facility, the state of Uttar Pradesh has highest number of Madrasas i.e. 83 (24%)
where 46 Madrasas are in rural areas and 37 Madrasas are in urban areas. On the other hand, West
Bengal state has highest number (32) of Madrasas where higher secondary facility is available,
which followed by Uttar Pradesh with 22.
On the other hand, out of total 2448 primary category Madrasas, five states which have
highest number of these Madrasas recorded are Uttar Pradesh with 684 (536 in rural and 148 in
urban) followed by Rajasthan with 647 (333 rural and 314 urban), then Madhya Pradesh have 343
(66 in rural and 277 in urban areas), West Bengal with 167 Madrasas (149 in rural and 18 in urban
areas) and so on. Of the 372 upper primary category Madrasas, 256 are reported in Uttar Pradesh
where 168 are in rural areas and 88 are in urban areas. This followed by Madhya Pradesh with 158
upper primary category of Madrasas which followed by Assam with 133 where 132 in rural areas
and single Madrasas in urban area.
Out of total 264 secondary category Madrasas, the state of Uttar Pradesh have highest
number of these Madrasas recorded as 62 where 39 in rural and 23 in urban. This followed by West
Bengal where 38Madrasas are in rural areas and 5 are in urban areas, then Karnataka which have 35
Madrasas (22 in rural and 13 in urban areas) and so on. In higher secondary Madrasas, in total 92
Madrasas are functioning in the country. Out of which, West Bengal state have highest number of
these category of Madrasas i.e. 32 where 30 in rural and 2 in urban areas). This followed by Uttar
Pradesh state where 8 Madrasas are in rural areas and 14 are in urban areas. In total, there are 22
Madrasas in Uttar Pradesh.
VI. Teachers and Enrolment in Maktabs/Madrasas Following System of
General Education
5.1 Teachers and Enrolment in Maktabs Following System of General Education
From the statistical report of 8th AISES on Maktabs and table 5, it reveals that in total 2276 teachers
are employed in Maktabs where around 87% (1,964) are male teachers and only 13% (312) female
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
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8
teachers are teaching in these Maktabs. Of total teachers, around 77% teachers are teaching in
Maktabs situation in rural areas and 23% teachers are teaching in urban Maktabs.
Of these total teachers, 57% (1288) teachers are working in Government/Local Body setup
while 43% (988) are in private maktabs. However, out of total private Maktabs, 85% (838) teachers
are working in recognised private institutions and rest are in unrecognised. There are 443 teachers
are attached with private aided management Maktabs and 395 are in unaided private Maktakbs.
Of the total teachers (248) in rural areas, around 50% (873) teachers are in
Government/Local body institutions. In private recognised Maktabs, they are approximately 45%
(787) while in unrecognised Maktabs only 5% (95) teachers are teaching. In urban Maktabs, out of
total teachers, around 80% (415) are teaching in Government/Local Body schools however almost
equal number of teachers performing their duties in private recognised as well as unrecognised
Maktabs.
According to the report of 8th AISES, in total 96,202 students are studying in all Maktabs
which following system of general education where 53% (50,624) are boys‟ students and 47%
(45,578) are girls‟ students. On comparing enrolment of student in different types of management
of Maktabs, it is noticed that approximately 54% (51972) students are enrolled in
Government/Local Body Maktabs followed by 40% (38801) in recognised private institutions
where 21% (20253) in aided type Maktabs and 19% (18548) enrolment in unaided Maktabs. In
unrecognised private Maktabs, only 5.64% (5429) students are going. The ratio (in percentage) of
boys and girls students in these Maktabs are 54:46, 51:49, 50:50, 53:47 respectively.
Out of total 96,202 students, 82.49% (79361) are studying in rural Maktabs and only
17.50% (16841) are studying in Maktabs located in urban areas (see table 5). The percentage
students are 52% (boys) and 48% (girls) in rural areas and in urban areas, 55% (boys) and 45%
(girls) respectively. Out of total enrolment in rural areas, 50% (39800) students are studying in
Government/Local Body Maktabs and 50% (39561) in private Maktabs. In urban areas, around
72% (12172) students are studying in Government/Local Body Maktabs and rest 28% (4669)
students are in private Maktabs. On other hand, in private recognised rural Maktabs, 47% (36968)
students are enrolled however in urban areas there are only 10% (1833) students in private
recognised type of management. While in urban areas, 17% (2836) students are enrolled in
unrecognised private unaided Maktabs. In rural areas, this percentage is around 3% (2593) only. It
is also observed that in rural Maktabs, the ratio of boys and girls is 51:49 in all management.
However, percentage of girls‟ enrolment in urban areas is little less to 44.
In the country, total 96,202 students are studying in different stages of Maktabs. Out of
which, 86,435 are in primary stage, 8,652 are in upper primary stage, 933 in secondary and 182 are
in higher secondary stage. Of the total primary stage enrolment, 82% (71004) students are in rural
schools and only 18% (15431) students are enrolled in urban areas where ratio of boys and girls is
around 53:47 in both the areas. In case of upper primary, secondary and higher secondary stage,
more than 80% students are attached with rural based Maktabs. While observing enrolment of boys
and girls, it is found that in primary and upper primary stages their ratio is almost same to 52:48 for
rural and 54:46 for urban area Maktabs. In secondary stage, the ratio of boys and girls is goes up to
70:30 in both areas. However, at higher secondary stage, girls‟ enrolment in rural areas is slightly
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
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9
higher than boys enrolment (47:53) while in urban areas, boys enrolment increased to 86%
compared to girls enrolment.
5.2 Teachers and Enrolment in Madrasas following System of General Education
According to the 8th AISES statistical tables on Madrasas and table 6, there are in total 15,054
teachers are teaching in Madrasas where 80% (12,099) are male teachers and around 20% (2,955)
female teachers. Of the total teachers around 68% teachers are working in rural areas and 32%
teachers are in urban Madrasas.
Of the total teachers, 41% (6,230) teachers are working in Government/Local Body setup
while around 59% (8,824) are employed in private Madrasas. Out of total teachers teaching in
private Madrasas, nearly 50% (4,453) teachers are working in recognised aided private institutions
and rest teachers are teaching in unaided Madrasas. Of the total unaided Madrasas, there are 3,473
(79%) teachers are employed in unaided recognised Madrasas while 898 (21%) teachers are
employed in recognised unaided private Madrasas.
Of the total male (9112) and females (1164) teachers in rural Madrasas, 50% (4583) male
teachers and 45% (520) female teachers are teaching in Government/Local body institutions. In
private recognised Madrasas, the count of teachers is around 42% and 49% respectively while in
unrecognised Madrasas, only 7% male/female teachers are teaching. In urban Madrasas, out of total
male-female teachers, only 24% teachers are teaching in Government/Local Body schools however
76% (3,651) teachers providing their services in private recognised as well as unrecognised
Madrasas. Out of these 3,651 teachers, 47% (1708) are giving their services to aided Madrasas and
rest 53% (1,943) teachers giving their services to unaided Madrasas.
According to the report of 8th AISES, total 5,78,101 students are studying in all Madrasas
which following system of general education. In these Madrasas, there are 53% (3,05,025) boys
students and 47% (2,73,076) girls students are studying. On comparing enrolment of students in
different managements of Madrasas, it is noticed that approximately 46% (268316) children are
enrolled in Government/Local Body Madrasas followed by 48% (283002) in recognised private
institutions where 28% (162650) children enrolled in aided type Madrasas and 20% (120372) are
enrolment in unaided Madrasas. In unrecognised private Madrasas, only 5% (26763) students are
studying. The ratio of boys and girls students in these Madrasas are 51:49 in Government/Local
body and Private aided Madrasas and 58:42 in both private unaided Madrasas.
Out of total 5,78,101 students, 70% (402438) are studying in rural Madrasas and 30%
(175663) are studying in Madrasas located in urban areas. The share of boys and girls studying in
these rural and urban institutions is 53:47 and 52:48 respectively. Out of total enrolment in rural
and urban areas, 54% (217662) students are studying in Government/Local Body Madrasas situated
in rural areas and 29% (50654) students are enrolled them in urban Government/Local body
Madrasas. On other hand, 41% (165440) students are enrolled in private recognised rural Madrasas
while in urban areas, there are 67% (117582) students are studying in private recognised Madrasas.
However, in urban areas unrecognised private unaided Madrasas, only 4% (7427) students are
enrolled themselves and in rural areas this percentage is 5% (19336) only. It is also observed that in
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10
all managements of Madrasas, the ratio of boys and girls is 52:48. However, in unaided Madrasas,
the percentage of boys‟ enrolment is slightly higher than average.
In the country, total 578101 students are studying in different stages of school education in
Madrasas. Out of which, 397156 are in primary stage, 135692 are in upper primary stage, 35473 in
secondary and 9780 are in higher secondary stage. Of the total primary stage enrolment, 66%
(263329) students are in rural schools and 34% (133827) students are enrolled in urban areas where
ratio of boys and girls is around 53: 47 in both the areas. In case of upper primary, secondary and
higher secondary stage more than 77% of students are studying with rural based Madrasas only. It
is noticed that the ratio boys and girls enrolment are 52:48 in primary stages and 54:46 in upper
primary stages of Madrasas in both areas. On the other hand, in secondary and higher secondary
stage, the ratio of enrolment of boys and girls is almost equal.
VII. Maktab (Which not Following System of General Education): Their
Numbers, Teachers and Enrolment in Them
According to the report of 8th AISES, there are 3,189 Maktabs are functioning in the country which
are not following system of general education. Out of them, 90% (2,857) Maktabs are located in
rural part of the country and only 10% (332) are in urban part. On comparing all the states, the state
of Assam has highest number of Maktabs which are not following system of general education.
Their count is 1015 where 995 Maktabs are in rural areas and only 20 such Maktabs are located in
urban areas. This followed by West Bengal with 927 Maktabs out of them 893 Maktabs are in rural
areas and 34 are in urban areas. In Uttar Pradesh, total Maktabs are 319 where 263 are in rural areas
and 56 are in urban areas. Haryana has 150 Maktabs in rural areas and only Maktab in urban area
while in Maharashtra, total 124 such Maktabs are functioning. On the other hand, the state of
Arunachal Pradesh, Chandigarh, Chhattisgarh, Dadra Nagar Haweli, Lakshadweep, Mizoram and
Nagaland does not have any Maktabs which not following system of general education.
Since, these Maktabs are not following system of general education so instead of classwise
enrolment, children have been enrolled according to different age groups. These age groups are (i)
below 6 years, (ii) 6 to below 11 years, (iii) 11 to below 14 years and (iv) 14 years & above.
According to the report of 8th AISES and table 3.10 (given below), enrolment reported in these
groups are 63,850, 118028, 53134 and 18226 where percentage of boys‟ enrolment are 48, 49, 49,
50 and girls‟ enrolment percentage are 52, 51, 51, 50 respectively. In rural areas, the percentage of
boys and girls against total enrolment in all groups are approximately 48% and 52% respectively.
For urban areas, girls percentage is above 53 in group below 6 years however in rest of groups,
boys are more than 51% (see table 7).
VIII. Madrasas (Which not Following System of General Education): Their
Numbers, Teachers and Enrolment in Them
It reveals from the report of 8th AISES and table 3.11 (given) that there are 10519 Madrasas (which
not following system of general education) are running in the country. Out of these Madrasas, 81%
(10519) are in rural areas and 20% (2016) are in urban areas. In the country, the state of Kerala has
highest number of Madrasas which are not following system of general education. Their count is
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
Vol. 7, No.5, pp. 1-17.
11
5877 where 4794 (82%) are in rural areas and 1083 (18%) Madrasas are located in urban areas.
This followed by Uttar Pradesh with 1002 Madrasas out of them 914 (91%) are in rural areas and
only 9% (88 Madrasas) are in urban areas. In Assam state, total Madrasas are 660 where almost all
Madrasas are in rural areas and only 10 are in urban areas. Then in Karnataka and Bihar, there are
total 285 and 235 Madrasas in respective states. However, the state of Arunachal Pradesh, Dadra
Nagar Haweli, Mizoram and Nagaland does not have any such type of Madrasas.
As discussed in above section, in these Madrasas also children have been enrolled
according to same four age groups, namely (i) below 6 years, (ii) 6 to below 11 years, (iii) 11 to
below 14 years and (iv) 14 years & above. As per the report of 8th AISES, enrolment reported in
these group are 234823, 565089, 303764 and 111823 where percentage of boys‟ enrolment are 52,
53, 55, 62 and girls‟ enrolment are 48, 47, 45, 38 respectively. In rural areas, the share of boys and
girls against total enrolment in respective groups are 52%, 52%, 55%, 62% and 48%, 48%, 45%,
38% respectively. Almost same ratio is recorded in urban areas in all age groups (see table 8).
IX. Figures and Tables
Table 1: Category-wise Number of Maktabs/Madrasas Following System
of General Education
School Category
Maktabs
Rural
Urban
Total
Rural
Urban
Total
Primary
589
122
711
1,561
887
2,448
Upper Primary
74
13
87
701
372
1,073
Secondary
11
2
13
192
70
262
Higher Secondary
3
2
5
65
27
92
Total
677
139
816
2,519
1,356
3,875
Table 2: Management - Wise and Category-wise Number of Maktabs
Following System of General Education
Area
Management
Primary
Upper
Primary
Secondary
Higher
Secondary
Total
Rural
Government/ Local Body
286
38
6
1
331
Private Aided
98
17
4
2
121
Private Unaided (Recognised)
170
13
1
0
184
Private Unaided (Unrecognised)
35
6
0
0
41
Total
589
74
11
3
677
Urban
Government/ Local Body
68
12
2
2
84
Private Aided
6
0
0
0
6
Private Unaided (Recognised)
13
1
0
0
14
Private Unaided (Unrecognised)
35
0
0
0
35
Total
122
13
2
2
139
Total
Government/ Local Body
354
50
8
3
415
Private Aided
104
17
4
2
127
Private Unaided (Recognised)
183
14
1
0
198
Private Unaided (Unrecognised)
70
6
0
0
76
Total
711
87
13
5
816
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
Vol. 7, No.5, pp. 1-17.
12
Table 3: Management-wise and Category-wise Number of Madrasas
Following System of General Education
Area
Management
Primary
Upper
Primary
Secondary
Higher
Secondary
Total
Rural
Government/ Local Body
759
369
110
43
1,281
Private Aided
378
169
37
10
594
Private Unaided (Recognised)
329
105
26
9
469
Private Unaided
(Unrecognised)
95
58
19
3
175
Total
1,561
701
192
65
2,519
Urban
Government/Local Body
275
49
22
4
350
Private Aided
275
201
15
12
503
Private Unaided (Recognised)
295
99
28
9
431
Private Unaided
(Unrecognised)
42
23
5
2
72
Total
887
372
70
27
1,356
Total
Government/Local Body
1,034
418
132
47
1,631
Private Aided
653
370
52
22
1,097
Private Unaided (Recognised)
624
204
54
18
900
Private Unaided
(Unrecognised)
137
81
24
5
247
Total
2,448
1,073
262
92
3,875
Table 4: Number of Maktabs/Madrasas Following System of General
Education According to the School Stages
School Stages
Maktabs
Madrasas
Rural
Urban
Total
Rural
Urban
Total
Primary
671
135
806
2,482
1,330
3,812
Upper Primary
86
13
99
942
465
1,407
Secondary
14
4
18
256
96
352
Higher Secondary
3
2
5
65
27
92
Total
774
154
928
3,745
1,918
5,663
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
Vol. 7, No.5, pp. 1-17.
13
Table 5: Management-Wise Enrolment and Teachers in Maktabs following
System of General Education
Are
a
Manageme
nt
Number of
Teachers
Enrolment in Maktabs at
Total
Enrolment
Primary
Stage
Upper
Primary
Stage
Secondar
y Stage
Higher
Secondar
y Stage
Ma
le
Fem
ale
Boys
Girl
s
Boy
s
Gir
ls
Bo
ys
Gir
ls
Bo
ys
Gir
ls
Boys
Girl
s
Rur
al
Govt.
/Local
Body
733
140
18,7
51
15,7
89
2,4
21
2,2
58
352
124
50
55
21,5
74
18,2
26
Private
Aided
380
50
9,03
3
9,06
1
931
678
132
95
21
26
10,1
17
9,86
0
Private
UnAided
(Recognise
d)
315
42
7,97
9
8,02
3
438
517
18
16
0
0
8,43
5
8,55
6
Private
UnAided
(Unrecogni
sed)
79
16
1,20
9
1,15
9
111
114
0
0
0
0
1,32
0
1,27
3
Total
1,5
07
248
36,9
72
34,0
32
3,9
01
3,5
67
502
235
71
81
41,4
46
37,9
15
Urb
an
Govt.
/Local
Body
363
52
5,76
1
5,01
0
634
541
141
55
26
4
6,56
2
5,61
0
Private
Aided
11
2
160
116
0
0
0
0
0
0
160
116
Private
UnAided
(Recognise
d)
34
4
880
668
4
5
0
0
0
0
884
673
Private
UnAided
(Unrecogni
sed)
49
6
1,57
2
1,26
4
0
0
0
0
0
0
1,57
2
1,26
4
Total
457
64
8,37
3
7,05
8
638
546
141
55
26
4
9,17
8
7,66
3
Tot
al
Govt.
/Local
Body
1,0
96
192
24,5
12
20,7
99
3,0
55
2,7
99
493
179
76
59
28,1
36
23,8
36
Private
Aided
391
52
9,19
3
9,17
7
931
678
132
95
21
26
10,2
77
9,97
6
Private
UnAided
(Recognise
d)
349
46
8,85
9
8,69
1
442
522
18
16
0
0
9,31
9
9,22
9
Private
UnAided
(Unrecogni
sed)
128
22
2,78
1
2,42
3
111
114
0
0
0
0
2,89
2
2,53
7
Total
1,9
64
312
45,3
45
41,0
90
4,5
39
4,1
13
643
290
97
85
50,6
24
45,5
78
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
Vol. 7, No.5, pp. 1-17.
14
Table 6: Management-wise Enrolment and Teachers in Madrasas Following
System of General Education
Are
a
Manage
ment
Number of
Teachers
Enrolment in Madrasas at
Total
Enrolment
Primary
Stage
Upper
Primary
Stage
Secondary
Stage
Higher
Secondar
y Stage
Mal
e
Fem
ale
Boys
Girls
Boy
s
Girl
s
Boy
s
Girl
s
Bo
ys
Gi
rls
Boys
Girls
Rur
al
Govt.
/Local
Body
4,58
3
520
66,44
1
62,43
4
30,0
57
32,1
52
9,66
5
11,0
55
2,7
66
3,0
92
1,08,
929
1,08,
733
Private
Aided
2,33
0
415
40,02
9
36,81
3
9,87
5
9,33
3
2,12
6
1,59
1
63
2
15
7
52,66
2
47,89
4
Private
UnAided
(Recognis
ed)
1,57
6
152
24,45
8
20,06
3
13,9
33
3,71
4
1,64
4
466
45
6
15
0
40,49
1
24,39
3
Private
UnAided
(Unrecog
nised)
623
77
7,388
5,703
2,89
1
2,43
4
423
423
65
9
10,76
7
8,569
Total
9,11
2
1,16
4
1,38,
316
1,25,
013
56,7
56
47,6
33
13,8
58
13,5
35
3,9
19
3,4
08
2,12,
849
1,89,
589
Urb
an
Govt.
/Local
Body
845
282
20,41
8
18,26
3
4,24
3
4,22
6
1,37
9
1,16
4
51
7
44
4
26,55
7
24,09
7
Private
Aided
864
844
23,42
0
24,22
7
5,95
9
6,08
6
1,09
2
784
43
7
89
30,90
8
31,18
6
Private
UnAided
(Recognis
ed)
1,11
5
630
23,43
7
19,12
8
4,86
0
3,67
9
1,16
5
2,27
5
25
2
69
2
29,71
4
25,77
4
Private
UnAided
(Unrecog
nised)
163
35
3,063
1,871
1,73
3
517
179
42
22
0
4,997
2,430
Total
2,98
7
1,79
1
70,33
8
63,48
9
16,7
95
14,5
08
3,81
5
4,26
5
1,2
28
1,2
25
92,17
6
83,48
7
Tot
al
Govt.
/Local
Body
5,42
8
802
86,85
9
80,69
7
34,3
00
36,3
78
11,0
44
12,2
19
3,2
83
3,5
36
1,35,
486
1,32,
830
Private
Aided
3,19
4
1,25
9
63,44
9
61,04
0
15,8
34
15,4
19
3,21
8
2,37
5
1,0
69
24
6
83,57
0
79,08
0
Private
UnAided
(Recognis
ed)
2,69
1
782
47,89
5
39,19
1
18,7
93
7,39
3
2,80
9
2,74
1
70
8
84
2
70,20
5
50,16
7
Private
UnAided
(Unrecog
nised)
786
112
10,45
1
7,574
4,62
4
2,95
1
602
465
87
9
15,76
4
10,99
9
Total
12,0
99
2,95
5
2,08,
654
1,88,
502
73,5
51
62,1
41
17,6
73
17,8
00
5,1
47
4,6
33
3,05,
025
2,73,
076
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
Vol. 7, No.5, pp. 1-17.
15
Table 7: Maktabs which NOT following system of general education: Its
numbers, Enrolment and Teachers
Are
as
Num
ber
of
Mak
tabs
Number of Children Enrolled in the Age-Group
Number of
Teachers
Below 6
Years
6 to
Below 11 Years
11 to
Below 14 Years
14 Years
and Above
Boy
s
Girls
Boys
Girls
Boys
Girls
Boys
Girls
Mal
e
Fem
ale
Rur
al
2,85
7
27,7
71
30,55
1
48,721
52,588
21,639
23,171
7,205
7,493
4,47
1
505
(89.5
9%)
47.6
2
52.38
48.09
51.91
48.29
51.71
49.02
50.98
89.8
5
10.1
5
Ur
ban
332
2,59
5
2,933
8,605
8,114
4,497
3,827
1,950
1,578
651
170
(10.4
1%)
46.9
4
53.06
51.47
48.53
54.02
45.98
55.27
44.73
79.2
9
20.7
1
Tot
al
3,18
9
30,3
66
33,48
4
57,326
60,702
26,136
26,998
9,155
9,071
5,12
2
675
47.5
6
52.44
48.57
51.43
49.19
50.81
50.23
49.77
88.3
6
11.6
4
Table 8: Madrasas which NOT following System of General Education: Its
Numbers, Enrolment and Teachers
Are
as
Numb
er of
Mada
rsas
Number of Children Enrolled in the Age-Group
Number of
Teachers
Below 6
Years
6 to Below 11
Years
11 to Below
14 Years
14 Years and
Above
Boys
Girls
Boys
Girls
Boys
Girls
Boys
Girls
Male
Fem
ale
Rur
al
8,503
1,00,
474
91,3
18
2,34,
613
2,12,
986
1,36,
296
1,12,
765
56,29
7
34,94
8
28,71
4
2,013
(80.83
% )
52.3
9
47.6
1
52.42
47.58
54.72
45.28
61.70
38.30
93.45
6.55
Urb
an
2,016
22,6
07
20,4
24
62,12
2
55,36
8
31,44
6
23,25
7
13,33
1
7,247
7,160
936
(19.17
%)
52.5
4
47.4
6
52.87
47.13
57.48
42.52
64.78
35.22
88.44
11.56
Tot
al
10,51
9
1,23,
081
1,11,
742
2,96,
735
2,68,
354
1,67,
742
1,36,
022
69,62
8
42,19
5
35,87
4
2,949
52.4
1
47.5
9
52.51
47.49
55.22
44.78
62.27
37.73
92.40
7.60
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
Vol. 7, No.5, pp. 1-17.
16
Fig. 1: Management-wise Maktabs Following System of General Education
Fig. 2: Management-wise Madrasas Following System of General
Education
331
121
184
41
84
6
14
35
Government/ Local Body
Private Aided
Private Unaided
(Recognised)
Private Unaided
(Unrecognised)
Maktabs
1,281
594
469
175
2,519
350
503
431
Government/ Local Body
Private Aided
Private Unaided
(Recognised)
Private Unaided
(Unrecognised)
Madrasas
Pajankar (2017). Asian Journal of Research in Social Sciences and Humanities,
Vol. 7, No.5, pp. 1-17.
17
X. Conclusion
The study highlights the stutus of Maktabs and Madrasas in India as reported in the Eighth All
School Education Survey conducted in the country as on September 30th, 2009. The report
highlights the status of enrolment in Maktabs and Madarsas which are following or not following
system of general education of the country.
The Maktabs and Madarsas needs to be revitalized to meet the challenge of the modern world.
Strong emphasis will need to be laid on quality of education and expanding the base of science,
information and technology, because this is the need of our present era of competition. The
contribution of these Maktabs and Madarsas has been so important that one cannot strategize the
educational development of Muslim community by neglecting or overlooking their services to the
community. These Maktabs and Madarsas form a parallel education system which completely
blocks the roads of economic growth and prosperity of the Muslims who resort to it and
consequently Muslims are most educationally backward religious community in India. So there is
an urgent need to modernize or improve Maktabs and Madarsa education systems in India to
educate the Muslims at that level which help them to compete to the children belong to modern
education system. This will develop the confidence of Muslim children as well as helpful in the
empowerment of whole Muslim community in India (Asma and Shazli, 2015).
XI. References
Haque, Monjurul A.H., Status of Islamic Studies & Madrasa Education in India: An Over View,
The Echo, 1 (IV), 2013, 1-4.
Asma, Sana and Tasneem Shazli, Role of Madarsa Education in Empowerment of Muslims in
India, IOSR Journal of Humanities and Social Science, 20 (V), 2015, 10-15.
Sultanat, Madrassas in India, IPCS ISSUE BRIEF, 14, 2003, 1-4.
Report, Third All India Education Survey Report (New Delhi, NCERT, 1978)
Report, Concise Report: 8th AISES (New Delhi, NCERT, 2015a).
Report, Schooling Facilities in Rural Areas: Thematic Report of 8th All India School Education
Survey (New Delhi, NCERT, 2015b).
Report, Schooling Facilities in Rural Areas: 8th All India School Education Survey (Statistical
Tables), Data retrieved from AISES web portal www.aises.nic.in.
UNESCO, The Development of Education: Maktab, Madrasas, Science and Pedagogy (Unknown,
1996).
Article
Full-text available
The author contributes the Delhi Chapter to NALSAR's inaugural publication of the 'Annual Survey of State Laws in India. The inaugural publication begins with the pandemic year 2020 and analyses the legislative output of 18 states to see how the Indian federalism operates on the ground, and how States utilise their law-making powers under List II and List III of the Indian Constitution. The Chapter on Delhi observes that while the Delhi assembly produced only one substantive legislation in 2020, the government continued to run apace through subordinate legislations - through which it also managed its pandemic response. The survey undertakes a quantitative and qualitative analysis of such instruments and measures them against the prescriptions on delegated law-making.
Article
Full-text available
A large population of Muslims in India are receiving education either from Madarsas or from Urdu-medium schools. Madarsa is an Arabic word which means an educational institution. They were never limited to provide only religious education. But this concept has been changed and Madarsas have become the centre of religious education only. Nowadays marginalized Muslim communities are increasingly demanding more quality education from their Madarsas. But most of the Madarsas in India are privately owned and Madarsa leaders may not feel a need to fulfil the community desires. Although Muslim parents are attracted to the safe environment of these schools, they are aware that a purely religious education will not help their children to earn a decent living, because of outdated traditional methods and technique of teaching and learning, with a negative outlook towards modern subjects and also due to lack of innovations, experiments and researches. The main concern of this paper is to find out the contribution of Madarsa education in the empowerment of Muslims and point out the shortcomings of Madarsa education. This paper suggests some remedial measures also to improve the quality of Madarsa education for overall development of Muslim community.
Status of Islamic Studies & Madrasa Education in India: An Over View, The Echo
  • Monjurul A H Haque
Haque, Monjurul A.H., Status of Islamic Studies & Madrasa Education in India: An Over View, The Echo, 1 (IV), 2013, 1-4.
  • Madrassas Sultanat
  • In India
Sultanat, Madrassas in India, IPCS ISSUE BRIEF, 14, 2003, 1-4.
The Development of Education: Maktab, Madrasas, Science and Pedagogy (Unknown
UNESCO, The Development of Education: Maktab, Madrasas, Science and Pedagogy (Unknown, 1996).
Schooling Facilities in Rural Areas: Thematic Report of 8 th All India School Education Survey
Report, Schooling Facilities in Rural Areas: Thematic Report of 8 th All India School Education Survey (New Delhi, NCERT, 2015b).