Arabic Colleges in Indian Subcontinent and Their Challenges: Part 1

Abstract

The primary objective of this paper is to underscore the importance of improving education in Arabic colleges in Muslim countries. It is estimated that more than 75000 Arabic colleges function in the Indian subcontinent alone. These Arabic colleges produce thousands of graduates each year. Most of them end up doing some unskilled jobs. The quality of education in these colleges has been questioned by many academics. Many educationalists have highlighted the importance of reforming these colleges. The main contention of this paper is that the prevalent Islamic education system in Arabic colleges is no longer producing competent and able Islamic scholars to face the challenges of the modern digital and scientific world. Nothing wrong with Islamic education rather wrongness lies in our pedagogies and teaching attitude to Islam. So, I would argue that Muslim politicians, policy makers and educationalists must have courage and determination to dismantle the Arabic college education system and to replace with better an integrated system of Islamic education. This does not mean that we belittle Islamic studies or the memorization of the holy Qur’an. This does not mean that we are against Islamic education. Rather we are against prevailing old fashion Islamic teaching applied in Islamic seminaries today. Humanity needs the divine guidance today than any time in human history. Secular modern world leaders are taking the world into the edge of self-destruction with their geopolitical interest and yet, Muslim scholars do not have skills and ability to convey Islamic teaching to the world leaders. Muslim academics and intellectuals must have some strategic planning to reform Islamic education in Arabic colleges. It cannot be done overnight. Such a reformation plan needs years of planning and preparation. Reforms should be done in the greater interest of Arabic college graduates and the wider Muslim community and yet, little has been done. Dramatic changes are taking place in the field of education today than ever before. Yet, neither Arabic college governors nor Muslim community leaders bother about these changes. There is no doubt that these Arabic colleges offer a great community service by providing religious and spiritual guidance. Yet, the contents of Arabic college syllabus, the quality of teaching pedagogies, teaching materials, resources, teaching facilities, governance, finance, student enrolment and administration should be updated to meet the growing demands of modern challenges in education sector. Literature on Arabic college education is dramatically increasing in these days. Much has been written about Arabic college reforms and yet ,still very little reform has been done in Arabic college education. This paper has some research questions. Why do Arabic colleges need any reform? Why do Muslims find it difficult to reform Arabic colleges? These research questions are identical with the questions of some others who advocate reform of Arabic colleges. Does a traditional madrasa education fit to the digital technological and scientific world? Do these Arabic college graduates have adequate abilities or skills to guide Muslim communities in the complicated digital world? Can these Arabic colleges produce scholars, academics, policy makers, politicians, civil servants, and other professionals to face modern challenges? In this series, we examine the challenges of Madarasa education from different perspectives. Its syllabus, teaching pedagogies, teaching materials, facilities, student enrolment, staff training, finance and administration are studied in this series. This paper is divided into two areas, a) Origin and development of Arabic colleges in the Indian subcontinent, b) Arguments for and against Arabic college reform.