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Research Article z Available online at http://www.journalcra.com INTERNATIONAL JOURNAL OF CURRENT RESEARCH International Journal of Current Research Vol. 9, Issue, 01, pp.45213-45225, January, 2017 ISSN: 0975-833X RESEARCH ARTICLE A CRITICAL STUDY OF SCHOOL EDUCATION OF THE MUSLIMS IN TELANGANA REGION AFTER INDEPENDENCE *Mohammad Abdul Hai KCA University, P.O. Box 56808, 00200, Nairobi ARTICLE INFO ABSTRACT Article History: A Synopsys of the Research thesis is sent here with for publication. The Ph.D degree was awarded by Received 29th October, 2016 Kakatiya University WARANGAL Telengana state India in open viva conducted on 6.4.2016. Received in revised form 30th November, 2016 th Accepted 12 December, 2016 st Published online 31 January, 2017 Key words: Government Schools, Zilla Parshid Schools, Madarsas, Maktabs, Nazims, Parents formal schools Human Resourses Physical fecilities. Copyright©2017, Mohammad Abdul Hai. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Citation: Mohammad Abdul Hai, 2017. “A critical study of school education of the Muslims in Telangana region after Independence”, International Journal of Current Research, 9, (01), 45213-45225. INTRODUCTION Aurangzeb also favored teaching of subjects which could be applied to administration. Spread of Islamic culture was the Education occupies a significant place in the development of a main aspect of the educational system during the Nizam’s rule country. In recent times, it has got much attention from people in Hyderabad state prior to Independence. The establishment and state and viewed as human resource development as of Osmania University gave fillip to Muslim ambitions and perceived by National Education Policy (1986). Education not aspirations, facilitating the spread of education. The whole only shapes the present generation but also lays the foundation atmosphere of the University was filled with an aroma of for the future social order. Its main concern is to make people Islamic education. There were special facilities for the know, understand and ascertain their nature and behavior so as education of the sons of Jagirdars and the elite. Muslims to channelize their energies for a better society. Hence, settled in India over a period of time are now the largest education is an effective tool for transformation of an Minority in India. The new challenges of the 21st century individual and society. Muslim kings ruled India and Indian cannot be encountered without considering the problems of education has the historical roots of propagating Islam. Islamic Muslim education in India because Muslim community of this institutions of education in India included traditional Madarsas nation comprises 14.23 percent of it is population. Muslims and Maktabs which taught Grammar, Philosophy, constitute 12.68 per cent of total population of Telangana Mathematics, and Law along with their religious texts. These which is very close to Muslims percentage of India. In the studies were much influenced by the Greek traditions inherited enrolment of Muslim students up to secondary level, in both by Persia and the Middle East before spread of Islam from exclusive and in parallel media schools, a major share is these regions into India. The education system under the rule fulfilled exclusively by Urdu medium schools in Telangana. of Akbar adopted an inclusive approach favoring additional The enrolment of Muslims at school level is low in Khammam, courses comprising of Medicine, Agriculture, Geography, and Warangal, Karimnagar and Adilabad (V Zone) districts of even texts from other languages and religions, such as Telangana. The contribution of Muslims education in India is Patanjali’s works in Sanskrit. The traditional science in this so important that the educational development of Muslim period was influenced by the ideas of Aristotle, Bhaskara and community cannot be imagined by neglecting the Madarsas Charaka. This inclusive approach was not uncommon in and Maktabs. Ulema produced by these Madarsas provide Mughal India. leadership not only in religious matters but also in social and political spheres as well. Urdu medium schools should also be *Corresponding author: Mohammad Abdul Hai KCA University, P.O. Box 56808, 00200, Nairobi. taken care of by the government where Muslim students study. 45214 Mohammad Abdul Hai, A critical study of school education of the Muslims in Telangana region after Independence Then only Muslim Minority interests will be protected in To study the opinions of Nazims of Madarsas and practice as written in the Constitution of India. The Muslim Maktabs on certain issues related to education of the community should continue patronizing education in Madarsas Muslim students at Secondary level in Telangana. and Maktabs. At the same time it is the responsibility of the To study the opinions of teachers of formal schools Union and state Governments to provide adequate grants for where Muslim students are studying on certain issues these Madarsas, and Maktabs without interfering in their related to education of the Muslim students at academic and administrative matters as suggested by Sachar Secondary level in Telangana. Committee Report (2006) on the Status of Indian Muslims. To study the opinions of parents of Muslim students on The Kundu Committee was constituted by the Central certain issues related to education of the Muslim government to analyse the implementation of the students at Secondary level in Telangana. recommendations made by the Sachar Committee and to To find out if there is any difference of opinion among suggest measures for improvement. The Kundu committee Nazims of Madarsas and Maktabs on certain issues (2014) reports that progress in terms of basic education at the related to education of the Muslim students at all-India level has been slowest among Muslims between Secondary level in Telangana with regard to the 2004-05 and 2011-12 and the educational attainments of variables - Location (Urban and Rural) and District Muslim communities remain at the lower levels of education. (Adilabad, Khammam, Karimnagar and Warangal). Gopal Singh Committee (1983) observed that “Muslims To find out if there is any difference of opinion among particularly, could not avail of the opportunities in the fields of teachers of formal schools on certain issues related to education, employment and economic activity due to various education of the Muslim students at Secondary level in reasons.” Sachar Committee (2006) reported that “As many as Telangana with regard to the variables - Management 25 percent of Muslim children in the 6-14 year age group have (Government and Zilla Parishad), Location (Urban and either never attended school or have dropped out.” Ranganath Rural) and District (Adilabad, Khammam, Karimnagar Misra Commission (2007) observed that “there has been sharp and Warangal). decline in the number of students from primary school stage to To find out if there is any difference of opinion among secondary level among Muslims, indicating higher dropout is parents of Muslim students on certain issues related to among them.” The concept of equality can only be realized education of the Muslim students at Secondary level in when all religions are given equal importance in education and Telangana with regard to the variables - Management special consideration to most illiterate and deprived sections of (Government and Zilla Parishad), Location (Urban and the society. The present status of Muslim education is of great Rural) and District (Adilabad, Khammam, Karimnagar concern. Undoubtedly, it is an important dimension in the and Warangal). realm of Muslim education in India which requires urgent attention. The new challenges of the 21st century cannot be Hypotheses of the study encountered without considering the problems of Muslim education in India. The above status of affairs of education of The following hypotheses are formulated keeping in view the Muslims demands a critical study of Muslim education Objectives of the present study: particularly in V Zone of Telangana as the literacy rate and enrolment of Muslims is found to be low in these districts. There will be no significant difference in the opinions of the Nazims of Madarsas and Maktabs on certain Statement of the problem issues related to education of Muslim students with regard to Location. Keeping in view of need and significance of the study, the There will be no significant difference in the opinions researcher has formulated the following statement of the of the Nazims of Madarsas and Maktabs on certain problem for the present study. issues related to education of Muslim students with regard to the District. “A Critical Study of School Education of the Muslims in There will be no significant difference in the opinions Telangana Region after Independence”. of the teachers of formal schools on certain issues related to education of Muslim students with regard to Objectives of the study Management. The following are the objectives of the present study: There will be no significant difference in the opinions of the teachers of formal schools on certain issues related to education of Muslim students with regard to To study the Personal Profiles of the Nazims of Location. Madarsas, Maktabs and the Headmasters of formal schools at secondary level in Telangana. There will be no significant difference in the opinions of the teachers of formal schools on certain issues To study the enrolment of Muslim students in related to education of Muslim students with regard to Madarsas, Maktabs in Telangana. District. To study the enrolment of Muslim students in formal There will be no significant difference in the opinions schools at Secondary level in Telangana. of the parents of Muslim students on certain issues To study the availability of teaching staff in Madarsas, related to education of Muslim students with regard to Maktabs and formal schools in Telangana. Management. To study the physical facilities available in Madarsas, There will be no significant difference in the opinions Maktabs in Telangana.
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