Sakshi Srivastava, Mohammed Ramees & Saqiba Kamal Khan, TwoCircles.net
Shahid’s story is one that defies expectations. Hailing from a remote village, Tiruvallur, in Kerala, his early education was rooted in the traditional madrasa system. Raised with limited exposure to conventional schooling, he enrolled in a 12-year madrasa course at Jamia Ainul Huda Kapad, never imagining that one day he would be sitting in the corridors of power.
But against all odds, Shahid not only completed his madrasa education but also went on to achieve a rank of 693 in the prestigious Indian Civil Services examination in 2017. Today, he serves as the deputy director of media and communication at the National Media Center and as the communication head in the Ministry of Food Processing Industries.
“I knew it was the toughest exam in India, but I strongly believed that if there is a will, there is a way,” Shahid says, recalling his UPSC journey. Despite facing initial setbacks, he kept pushing forward. His madrasa background piqued the curiosity of the UPSC interview panel that focussed its questions on his unique educational experiences. Shahid explained that a madrasa, in its truest sense, is a place of learning — where subjects like mathematics, engineering and philosophy were taught alongside religious studies. “Madrasas were once hubs of diverse knowledge,” he explains, “but over time, colonial influences diminished their status.”
Shahid’s success story is not an anomaly. It reflects a growing shift in how madrasas are being perceived and how their role in modern education is evolving in India.
Historically, madrasas in India were centers of religious education, but it also played a pivotal role in the intellectual landscape. It offered courses in subjects such as astronomy, mathematics and medicine. However, over time, these institutions became increasingly isolated from mainstream educational systems, with their curriculum focused predominantly on Islamic teachings.
But change is on the horizon. A landmark ruling by the Supreme Court in November 2024 upheld the Uttar Pradesh Board of Madrasa Education Act, 2004. The top court affirmed the state’s right to regulate madrasa education. This ruling, signals a new era for madrasas — one that acknowledges its contribution to primary education while recognising the need for integration with the broader educational framework. However, the court also struck down the provision that allowed madrasas to grant ‘fazil’ and ‘kamil’ degrees and equated them with higher education qualifications. The apex court cited violations of the University Grants Commission (UGC) Act.
The term madrasa — derived from the Arabic word for ‘school’ — has a long history in India, stretching back to the 7th century with the introduction of the dars system by Arab scholars. Under Muslim rule, madrasas became intellectual centers where scholars not only imparted religious knowledge but also made significant contributions to science, philosophy and governance. This rich history was disrupted during British colonial rule, which relegated madrasas to the margins of formal education.
However, in recent years, many madrasas have begun evolving, particularly in states like Kerala and Assam, where the concept of integrated madrasas has gained momentum. These institutions aim to bridge the gap between religious and secular education by offering students a well-rounded curriculum that includes both Islamic studies and modern subjects like science, mathematics and language.
In 2023, 27 out of 29 students from the Assam off-campus of Darul Huda Islamic University (a Kerala-based integrated madrasa) won the prestigious Dr. Banikanta Kakati Award for distinction in the Assam Board Exam. It highlights the success of these integrated educational models.
One such beneficiary of this model is Sadiyya Saleem, a lecturer in the Faculty of English Language at the University of Fujairah, UAE. She credits her success to her time at Wafiyya, a Kerala-based integrated madrasa for women. “Before joining the madrasa, I had never written poetry. But during an arts festival, I wrote my first poem and ended up winning. That moment changed me,” Sadiyya says.
She believes that the integrated madrasa system helped her develop both her creative and intellectual abilities, while fostering respect for other faiths. “I studied Hinduism, Christianity, Marxism and other philosophies alongside Islamic studies. It taught me to respect all religions and ideologies, which I think is crucial in today’s world,” she reflects.
Sadiyya’s journey is a prime example of how the integrated madrasa system can nurture both academic excellence and personal growth, preparing students to make meaningful contributions to society.
The Future of Madrasas
Dr. Mohammed Qasim, a scholar and head of the Arabic Department at Delhi University, has been working on reforming the madrasa system for over a decade. Growing up in a madrasa in Bihar, he understands firsthand the challenges and potential of the madrasa system. “Madrasa education focused on Islamic subjects, but it also imparted knowledge of languages and sciences. Although secular subjects were given less time, they were essential for expanding students’ intellectual horizons,” he explains.
Dr. Qasim advocates for integrating general sciences into madrasa curricula, suggesting that this could bridge the gap between traditional and modern education. “Madrasas should open its doors to the world so that everyone can see what is happening there. The inclusion of subjects like science is crucial for bridging the divide between religious and secular education,” he emphasises.
He also proposes aptitude tests and academic counseling after primary madrasa education that will allow students to choose their educational paths based on their interests and aptitudes. “If a child is inclined towards religious education, they should continue. But if their interests lie in secular education, they should be encouraged to pursue that path,” Dr. Qasim says. For him, the moral foundation that madrasas provide is invaluable, but it must be complemented by modern academic frameworks to prepare students for the challenges of the contemporary world.
Reflecting on his own journey, Dr. Qasim shares, “In the early days, I felt nervous as a madrasa student. But later, I was invited as a guest at programs hosted by my non-Muslim friends.”
His story underscores the importance of breaking down barriers between communities and building mutual understanding. “The ongoing controversies surrounding madrasas are the result of a communication gap between different sections of society,” he notes. He urges madrasas to become more transparent and inclusive in their approach.
Dr. Qasim also advocates for a more personalised approach to madrasa education.“Primary madrasa education provides moral lessons, but children should be given the opportunity to explore secular education further based on their aptitude. This way, we can help them build futures aligned with their dreams,” he concludes.
The evolving role of madrasas in contemporary India offers a powerful example of how educational systems can adapt to the changing needs of society. From traditional religious hubs to modern, integrated institutions, madrasas are paving the way for a more inclusive and balanced approach to education. The future of madrasas lies in their ability to nurture both the mind and the spirit, preparing students to contribute to a rapidly changing world.