A study on opinion of Madarsa teachers with regard to teacher education in the context of RTE in Hyderabad
This is the research article presented in the national conference of CESI during 9-12 October, 2012
Abstract
Every child between the ages of 6 to
14 years has the right to free and compulsory education. The Right to Education (RTE) Act is a landmark in the
history of education of children in India. The children have been guaranteed
for their right to quality elementary education by the state with the help of their
families and communities. The children from 6-14 years of age have been covered
under this Act. This act is useful in the context of bringing back out-of
school, dropt outs, excluded children. This act also ensures provision of
suitably qualified teachers in sufficient numbers. This also ensures good
environment and infrastructural facilities in the school. It is rightly
visualised under RTE Act – 2009 that for education to be meaningful it must be
available, accessible, acceptable and adaptable by all sections of the society.
Teachers have great role to play in education for all. Hence, we need to know
more about teacher education of Madarsa teachers
in the context of RTE - 2009 Act. Hence, in the present paper investigators
intends to see the opinion regarding need for teacher education of Madarsa
teachers.
Madarsa education in India aims at educating Muslim children living in this
country both in religious and worldly domains. Madarsa were
originally established to spread the message of Islam and impart religious
teaching to its followers. The Ulemas, a group of religious specialists used to
perform the role of teachers in Madarsa to spread Islam
outside the Arabian Peninsula. A Madarsa was treated as a high
school or college in olden days. In the Islamic era, there were thousands of Madarsas
which were as big as some universities today. They were full with
exhibits, museums, libraries and visiting scholar programmes. Great scholars
and professors dedicated their lives in the Madarsas for learning the philosophy of Islam, the Arabic, Farsi
(Persian) language, and more significantly, to broaden knowledge among ordinary
public.
Monarchs
as well as masses were educated in the Madarsa in the yester
years. Even today Madarsa education in India plays a vital
role in educating thousands of Muslim children. Sachar Committee Report (2006),
indicates that about 3% of children are learning in such Madarsas in present
era. The importance of Madarsa lies in its potential to make
education available to the poorer section of the society. The role of Madarsa during freedom struggle in India
is noteworthy. Some sections of society raise their doubts regarding present
day role of Madarsa education in the
context of rapid development of Indian society and old dated education provided
in Madarsa. Is it because of the fact that the teachers of Madarsa do not have any upto date knowledge of general school
education? What is the role sarva shiksha abhiyan in mainstreaming and
inclusion of Madrasa? Whether the central or state government provide various
facilities for improvement of Madarsa education? What is the
role of Madarsa in changing scenario
during the implementation of RTE?
With
the above questions in mind the investigators have thought that there is need
to study teacher education for Madarsa teachers. Hence, it is envisioned to
make ‘a study on opinion of Madarsa teachers with regard to teacher
education in the context of RTE in Hyderabad’. The main purpose of the study is
to find out the,
·
background of Madarsa
teachers
·
curriculum of Madarsa
education
·
perception of Madarsa
teachers regarding teacher education.
The
survey method will be adopted for the study. Data will be gathered from
teachers working in Madarsa by developing a questionnaire. The population of
the study will be all the teachers working in different Madarsas of Hyderabad
and a representative sample based on purposive random sampling technique will
be selected. The investigators will personally visit the Madarsa and gather
data. The data thus obtained will be analysed by a suitable statistical
techniques.
The
study will be of immense use for statutory bodies like NCTE to develop certain
guidelines for teacher education for Madarsa teachers. This may also guide the
institutes like MANUU to think about innovative programmes for this group.
Key words
Madarsa teachers,
teacher education
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The complete paper is available at following address