Assingment of: comparative education

Topic: Madrassa Vs Gerenal Scholing in Pakistan

Assigned by:

Sir. Pervaiz Ashraf

Assigned to:

Saima Mehboob 1501

Zabaah Khan 1505

Hina Naz 1529

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WHAT ARE MADARIS?

The term “madrasah” has varied meanings. Most generally, it is the term given in Arabic to any school, but it is also used to refer to specific types of schools. Madaris are at least a thousand years old. Accounts differ as to where madaris began, with origins being traced back to Baghdad, Fez, Morocco, and other rich cultural hubs in the Middle East. Today the madrasah typically functions as a privately owned school where a religious teacher instils his pupils with the basic tenets of Islam and the Arabic language.

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• Education during the Time of the Holy Prophet (PBUH)During the Mecca period, Muhammad (PBUH) was persecuted by his opponents, and hurdles were created to stop him from preaching the religion of Islam.

The Prophet, however, carried on his mission despite stiff opposition. In such a situation the Dar-e-Arqam proved to be the very first place where the companions of the Prophet (PBUH) gathered and listened to the instructions of the Prophet (PBUH) and got religious training.

Similarly, Shabe-e-Abi Talib where the family of the Prophet (PBUH) and his companions were secluded for three years due to the boycott of the Quraish tribe served as a place of teaching and learning for the inmates.

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• Education during the Time of the Rightly Guided Caliphs• During the period of the Rightly Guided Caliphs education was given

due attention. The learned among the sahaba were facilitated to promote education among the Muslims. During the time of Abu Bakr (632-634A.D.) Hazrat Ayesha, Hazrat Zaid bin Tabeth, Hazrat Abu Hurara and Abdulla bin Umar were among the great scholars who imparted education to the people. They included the four immediate successors of the Holy Prophet(PBUH). Abu Bakr (632-634), Umar (634-644), Uthman (644-656), Ali (656-661). Hazrat Umar (634-644A.D) encouraged learning and allocated funds from the state treasury for the promotion of education. He also deputed learned men to the newly conquered territories to promote education among the local people.

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• The Birth of fiqh and the Emergence of the ulema as a Professional Class• During the lifetime of the Holy Prophet (PBUH) his interpretation of

the Qur’an was final. But after the demise of the Holy Prophet (PBUH) and pious caliphs this duty was assumed by imams. These imams made ijtihad and interpreted the Qur’an and sunnah according to their own understanding, each imam having his own followers. Thus, different schools of thought called mazahib came into being. The followers of each mazhab made efforts to propagate their thoughts, which highly contributed to Muslim education. Sunnis recognize four Imams i.e. Abu Hanifa, Shaafi, Malik and Hanbal while the Shia believe in twelve imams of their own.

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Comparison of the madrasa education and gerenal schooling

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•Madrassas of Pakistan

Are Islamic seminaries in Pakistan that teach mostly Islamic subjects leading to graduation as a cleric (maulvi, maulana or mulla). There are five major governing bodies of Pakistani madrassas and their corresponding schools of thought are:• Tanzim-ul-Madaras (Barelwi),

Wafaq-ul-Madaras (Deobandi), Wafaq-ul-Madaras (Shia), Wafaq-ul-Madaras (Ahle Hadith) and Rabita-ul-Madaris (Jamaat-e-Islami).• Additionally there are a number of

Quran academies offering diplomas in Islamic courses.

• Education in Pakistan Is overseen by the government's Ministry of Education and the provincial governments, whereas the federal government mostly assists in curriculum development, accreditation and in the financing of research.

“The State shall provide free and compulsory education to all children of the age of five to sixteen years both private and government schools are present

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Primary education• Darja Ibtidai consists of five years

duration and is equivalent to primary level of the mainstream education system. • Grade: ibtidia• Class: 1-5• Duration: 5 years• Equivalence to : primary

Elementary educationPrimary education comprises Grades I-V. The language of instruction is either Urdu or the regional language. The curriculum includes reading, writing, arithmetic, general science, social studies, Islamic education, and physical education.

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• Darja Mutawassit

Grade: mutawassit

Level: hafiz (middle)

Class: 6-8

Duration: 3 years

Equivalent to: middle

•

•Middle level education

Middle level education lasts from Grades VI-VIII. The curriculum includes the compulsory subjects of Urdu, English, mathematics, sciences, social studies, and Islamic studies. Non-Muslims are exempt from Islamiyat-Islamic Studies. Instead they are taught Moral Education.

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• Sania Aama• Level: tajwid qirat

(secondary)• Class: 9-10• Duration: 2 years• First Year: Biography of

the Prophet (PBUH) (Syrat), grammar (sarf) syntax (nahv), Arabic literature, calligraphy, chant illation (tajvid).• Second year: sarf, nahv,

khush-navisi, cantillation

• Secondary EducationSecondary Education lasts from Grades IX through X. Students can specialise in science, humanities, or technical streams. Compulsory subjects for all are English, Urdu, Islamiyat, Pakistan studies and mathematics. In addition, students study the following subjects within the different streams:

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• Science stream: Physics, chemistry and biology/computer

science/technical subject• Humanities stream: General

science and two elective subjects/one elective subject and one technical subject• Technical stream: General

science and two technical subjects.

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Sania khasa• Level: tehtani (higher secondary)• Class: 11-12• Duration: 2 years• Conjugation- grammar (sarf),

syntax (nahv), Arabic literature, jurisprudence (fiqh), logic, calligraphy (khush navisi), chant illation (tajvid), Rhetorics.

Higher secondary education• Class 11-12 refer as intermediate

stage• • Pre-engineering group:

Mathematics, physics and chemistry• • Pre-medical group: Biology,

physics and chemistry• • Science general group:• Mathematics, physics and

statistics

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• Mathematics, economics and statistics• Mathematics, computer studies

and physics• Mathematics, computer studies

and statistics• Mathematics, computer studies

and economics• • Humanities group: Three

subjects out of 23 elective subjects• • Commerce group:• Part one: Principles of accounting,

principles of economics,

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• principles of commerce, business mathematics

• Part two: Principles of accounting, commercial geography,• statistics, computer

studies/banking/typing• • Medical technology group• Part one: Elementary chemistry

and chemical pathology,• elementary anatomy and micro-

techniques, micro-biology I• Part two: Haematology and blood

banking, clinical pathology• and serology, micro-biology II.

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• Aaila • Level: moquf Allah (college)• Class: 13-14• Duration: 2 years• Equivalence to: bachelor • Quranic Exegesis • Principles of Jurisprudence • External study • Tafsir • Arabic Literature

• Bachelor degree• Traditionally, the Bachelor

degrees in arts, science and commerce have been of 2 or 4 years duration following 10 years of schooling and 2 years of secondary study. There are wide range of subjects for bachelor degree science, humanities, commerce etc.

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• Alamia• Level: dora-e-Hadith (uni.)• Calss: 15-16• Equivalence to: master

• Hadith (bukhari sharif, muslim sharif, tirmizi sharif ….complete• Jurisprudence

Master degree • There are over 130

recognised universities and degree-awarding institutes (DAIs) in Pakistan, split between the private and public sector.• Although courses are available

in a wide range of subjects, there is especially strong provision in science, technical and engineering subject areas as well as business and finance. Courses are usually taught in English. It is done after completing the 2 years graduation.

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Teachers of MadrasaIn almost all traditional madrasahs no rigid rules are applied for the recruitment of teachers. They are often appointed through personal networks and serve as long as the administrator of the madrasah is satisfied with their performance. All madrasahs employ those teachers who belong to that particular “maslak” which the madrasah represents. In traditional madrasahs there are no rules for the protection of service.

Teacher of SchoolTeacher education in Pakistan offered in the higher secondary education sector, in the tertiary/university sector and through in-service training for the higher education sector. Teacher education is conducted in institutions under the control of the Provincial Education Departments and Education Extension Centres.

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• Therefore, the administrators of madrasahs often impose strict discipline and undue restrictions which curtail the freedom of expression among the teachers. Sometimes, the administrators interfere in their personal lives and exploit their compulsions. In traditional madrasahs the teacher student relationship is generally authoritarian, but deeply personal at the same time, somewhat like between a father and son.

• Teacher education programmes are offered in Government Colleges of Elementary Teachers, Government Colleges of Education, Institutes of Education and Research, and Departments of Education in universities. existing teacher educational programms are B.Ed (1 year) after bachler. B.ed (Hons) after intermediate and MA eduaction

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•Methods of Teaching in madrasa

Traditional madrasahs follow centuries-old methods of teaching in which the text is the center of all activities instead of the student. Typically, the teacher sits on a low platform, reclining against a bolster, while the student sit below him on mats spread on the floor, placing their books on low tables in front of them. The teacher reads out from the text and asks the students to take turns in reading aloud, and then explains the content of the portions read out.

Teaching method in schoolmajority of the teachers use only lecture method to teach even science subjects i.e. Biology, Chemistry, and Physics whereas, these subjects demand practical demonstration. There are many excuses of not adopting modern methods of teaching, the most important is that majority of the teachers have argument that curricula is lengthy and working environment is not provided in public sector.

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• The text is usually in Arabic and the teacher comments on it in Urdu. Although questioning is allowed, dissent and debate are usually unlinked and sometimes discouraged. The study of books of rival maslaks is strongly opposed in most madrasahs and even leads to expulsion from the madrasah. This highly restricts the field of study for students and, therefore, most madrasah students have little enthusiasm for intellectual research and hardly any expertise in any discipline. Rote learning is emphasized even in purely subjective course.

• Direct instruction is the most common form of instruction. This is the lecturing method of teaching. Many teachers use this teaching method almost exclusively, as it is considered the simplest, and one can cover large amounts of material in a short period of time.

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Madrasa managementTraditional madrasahs are individual enterprises in Pakistan. Larger madrasahs are, however, run by an elaborate hierarchy of functionaries. At the apex is the sarparast (Chancellor), who is also often the founder of the madrasah or his successor, in which case he is generally a direct descendant of the founder. Below him is the muhtamim (Vice Chancellor), who is followed by the sadar madrasah (Dean) and teachers of different subjects.

Educational administration and policy in PakistanThe division of responsibilities between the provinces and the centre are defined by the Constitution of 1973. The Federal Ministry of Education has the overall responsibility for the development and coordination of national policies, plans and programmes in education including curriculum development, while implementation of the policies is the responsibility of the local administration.

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• The rector of the madrasah is assisted in his work by a committee of elders (shura) consisting of senior ulema and teachers, and sometimes of notable Muslims including rich traders, philanthropists and important donors. The members of the shura are generally appointed by the sarparast. Although, in theory, staff appointments are made strictly on the basis of merit and piety, often the management of madrasahs is in the hands of the families of their founders.

• Each province has its own Department of Education. Educational institutions located in the federal capital territory are administered directly by the Ministry of Education.

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