Madrasah

Madrasah (Arabic: مدرسة, madrasa, مدارس, madaras) Arabic word derives from Darsun, meaning its meaning. Madrasah is known mainly as the place or center for the study of Muslim studies and studies. In general, Madrasah is an educational institution in Arabic language and Islamic subjects. The primary level of the madrasa is called maktab, nurani or forekania madrasa. The origin of the word forkanana is Furkan, which means the most important. Al-Furqan, another name for the Holy Qur'an, is clearly different from the fact that falsehood is true. The Quranic texts and recitations that are taught in the primary level are called Qur'an. Generally, religious education is provided at the primary level of the small children of the surrounding families at the local mosque. The mosque's Imam and Moazzinarai are generally teachers or masters.

Madrasah type:

•  Ibtadei Madrasah

•  Dakhil Madrasah

•  Alim Madrasah

•  Fazil Madrasah

•  Kamil Madrasah

•  Hafizia Madrasah

•  Qawmi Madrasah

History of Madrasah:

The first institution in Madrasah education was the residence of Zaid-bin-Arakam at the foot of the Safa Mountains, where Rasul (S :) himself was a teacher and student of some of his followers. After the migration, madrasa Ahle Suffa was established on the eastern side of the mosque in the mosque of Nababi. The teacher was Ubadda-ibn Samit and among the students Abu Hurairah (ra) Muaj-ibn Jabal Gifari (ra) The syllabus of the era of Madrasa was in the Qur'an, Hadith, Farayz, First Aid, Zenana Shastra, Tajin, etc. Besides, there was also the curriculum of horse riding, warfare, manipulation, body exercises etc. From the first day of the Prophethood, till the first part of the Umayyad dynasty, about one hundred years, the first phase of madrasa education was taken.

Basic Education:

In the medieval period of Islam, a primary school was called the Maktab, which has been said since at least the 10th century. Like madrasa (who is notified as the higher education), the maternal uncle was generally associated with a correlated mosque. In the eleventh century, in a book titled "The Role of the Teacher in Children's Training and Fostering" about Maktab, as a teacher of teachers working in Maksabas, one of the famous Islamic philosophers of Persia and Pandit Ibn Sina (who is known as Avicenna in the West), wrote one chapter. He has written that instead of giving separate education through children, they teach comparatively better when they teach class-based education. And here is why this issue has given several reasons why competition between students and mutual followings, along with the value of education, as well as the benefits of classified discussion and debate. Ibn Sinamkatab's two lessons Specifying the curriculum of the level education in detail, Mantab's syllabus explained the syllabus.

Primary Education

Ibn Sina has written that children should be sent to Mateb from the age of 6 years and primary education till the age of 14. At this time, they must master the Quran, Hadith, Islamic philosophy, language, literature, Islamic ethics, and practical (ie, any type of applied) skill.

Secondary Education:

Ibn Sina mentions the secondary level of education based on the ability to achieve such a special qualification that it is the duty of the students to achieve the technical qualifications without having to face any social dignity. He has written that those fourteen-and-a-half-year-olds choose special subjects in their choice It should be done so that she is interested, it may be Yabaharika skills, literature, religion invitation, geometry, trade, or occupation which, according to furnish or any other subject that wants to build the future. He also writes that it is necessary for them to remain flexible during their changing times and the age of the students, as well as the mental development of students and their selected subjects.

Madrasah in the Indian Subcontinent:

The first Maktab or Forkania madrassas of the Indian subcontinent were developed in major cities and big rural populations of Delhi, Lucknow, Madras, Dhaka etc. The first building of Madrasah was built in Multan. Its maker was Nasir Uddin Kubza and its head was Maulana Kutubuddin Kashani. Take lessons in this madrasa in Sheikh Bahauddin Zakaria Maltani 578 AH. In the sultanate period, there were Arabic, Nahu (Bagbadi), Saraf (morphology), Balagat (rhetoric), Manik (logic), Kalam (knowledge), Tasawuf (theoretianism), literature, fiqh (jurisprudence), and philosophy.

Madrasah in Bengal:

The first Muslim ruler of Bengal, Ikhtiar Uddin Muhammad Bin Bakhtiyar Khalji 1197, (Bakhtiar Khalji came to Bengal in 1204, then what?) In 1201 AD, a mosque and madrassa was built in the capital of Bengal in Gaur. Sultan Ghiyasuddin established a madrassa in 1212 AD. Later, his descendant Sultan II Giasuddin also built a madrassa. The names of the madrasa are respectively Lakhnauti and Gaur Madrasa. Hossain Shah and his son Nusrat Shah Gaur built several madrassas. The ruins of many of these madrassas still exist.

In 1664, a madrassa and mosque were built on the banks of the Buriganga River in Dhaka under the initiative of Subahdar Shaista Khan. Nawab Jafar Morshed Ali Khan established Murshidabad Madrasa. The building whose building is still in vogue as a period witness. In 1178 AH, Zamindar Munshi Sadruddin Al Musawi established Bardhaman Madrasa at village Buhara and appointed Maulana Abdul Ali Baharul Ulum, a teacher from Lucknow, appointed a teacher. In the Nawabi period, the government has allocated enough lacquer land for them to manage the madrasa. For the teachers and students of Madrasa, the government used to pay allowances and scholarships.

During the British rule, madrasah education took a new turn in this country. In the name of madrassas, the land of the Mughal government confiscated lakhiraj. As a result many madrasahs were closed in the beginning of the nineteenth century. Lord Warren Hastings, the governor of Bengal, founded the Calcutta Alia Madrasah in 1780. The purpose of this madrasa was to create some Muslim law officers for the government. But in the nineteenth century, the development of madrassa education was in danger due to deprivation of government support and grace.

Calcutta Madrasah introduced a new trend in Madrasah education in Bengal. The first chief of this madrasa was Maulvi Bahrul Ulum Mollah Majududdin Dasar, who was influenced by Nizami's curriculum and formulated a new curriculum. As directed by Hastings, he emphasized Islamic law and justice system in this syllabus.

Most of the madrasas in Bengal manage to teach Nizami. This system continued till the 1970s. According to Darse Nizami's curriculum, a student had to qualify at least one reading and understanding of 99 books written in Arabic and Persian languages ​​at the age of 17/18 years. Apart from the religious curriculum, this syllabus included Unani medical science, cottage industry and technical training. Dasar Nizami's total education is 9 years.

Bangladesh:

Currently, the existing madrasa education in Bangladesh can be arranged in 3 categories according to the characteristics: Nizami, modified and extended curriculum-based rates by Nizami, and Alia Nasab at ancient structures. The first and second class madrassas are called the Quami or Private Madrasah, the private education board established in 1978 compiled the activities of these. Since 1998, 2,043 madrasa Qawmi Madrasahs have been registered on this board across the country. In the 21st Central Examination held in 1998, 7,711 candidates of seven levels of these Madrasa took part in the examination, out of which 5,348 passed. Level 7 was Tacmil (postgraduate), Fazilat (Graduate), Sanubayya Ulaya (Higher Secondary), Mutawas Fitah (Secondary), Ibtadeya (Elementary) and Imamul Qirat Wat Tajdid (Higher Quran Lessons) and Hifazul Quran.

At present, madrasa education is an integral part of national education system in Bangladesh. Bangladesh Madrasa Education Board and other government organizations, including the Islamic University, all the approved madrassas get government grants. Bengali, English and science education are common in most of the madrasas currently supported by government funding. Approved diploma holders after admission to madrasa education can be admitted to colleges and universities for higher education. In 2002, Ibtadei Madrasa was 14,987 in Bangladesh, Dakhil 6,402, Alim 1,376, Fazil 1,050 and Kamil 172. Quami Madrasa was also about 3,000.

Indian Madrasah:

The ancient structures of Darse Nizami are still intact in madrassas established in the court of Darul Ulum Madrasa established in Deoland in the year 1280 AH. Its entrepreneur was Maulana Kasem Nanutbi. Deoband madrasas have many madrassas in many cities and villages of Bangladesh. These madrasas are called Quami Madrasahs. These madrassas are managed by the local residents of Chad, Sauda, ​​Zakat etc. Most of the students of these Madrasa students of Nurani or Forkania Madrasa and the Imam-Muazzins are students.

In order to make Muslims interested in English education, colonial rulers introduced new types of madrassas in the 1890s. The English language is compulsory in all the Islamic subjects in these Madrasa lessons called the New Scheme Madrasa. All New Scheme Madrasas are included in the government assistance. New scheme Madrasah was introduced in the name of Junior and Senior. The junior madrasa was taught at the fifth class and senior madrasa was for secondary education. Muslim students interested in getting government jobs were very interested to read the new scheme Madrasa.