الهند: تحديث المدارس العلمية طريق المسلمين نحو الازدهار والرخاء

خبر من مصادر إنجليزية.

أكد بعض النشطاء المدنيين - فيما نشرته شبكة "الجارديان" البريطانية - أن طريق تحقيق المسلمين بـ"الهند" وغيرها للرخاء والازدهار، يبدأ من تحديث المدارس العلمية الدينية، وتطوير المناهج لتتواكب مع المستجدات الحديثة، والاقتداء بقيمة العلم في الإسلام، وكذلك الاقتداء بسِيَر رموز العمل الإسلامي المعاصر من العلماء والدعاة والأكاديميين بـ"جامعة عليكرة"، وهذا علاوة على تجديد طرق تعامُل القيادة الإسلامية مع المشكلات السياسية والاجتماعية.

وقد أشارت التقارير المعنية برصد حالة التعليم بين المسلمين إلى انخفاض مستوياته، بما يتطلب علاج الأبعاد الاقتصادية والتنموية مقارنةً بالمجتمعات والأقليات غير المسلمة، وفي ظل انخفاض التحاق المسلمين بالتعليم العالي والجامعي؛ المصدر: شبكة الألوكة.

يرجى الإشارة إلى المصدر عند نقل الخبر – شبكة الألوكة.

الخبر من مصدره الأصلي:

To help Muslims thrive, we must modernise the Madrasa system

To seek knowledge and education is an obligation placed upon every Muslim, male or female, given that the first word in the Quran revealed to Prophet Muhammad (PBUH) was ‘Iqra’ or READ!

From the celebrated doctor Al Zahrawi, who published an encyclopedia on surgery which was widely used in Europe, to Fatima Al-Firhi, who, ages ago, founded the first degree-granting university in Morocco; from the first education minister of Independent India, Maulana Azad, to Sir Syed Ahmad Khan who founded the prestigious Aligarh Muslim University (AMU) - education, innovation and modernity underlined the approach of the socio-political leadership of Muslims.

But the deplorable condition of Indian Muslims, particularly in the area of education, highlights the pressing need for contemporary ‘self-proclaimed’ leaders of the community to re-orient their priorities.

The Kundu Report has highlighted that the state of Muslim education is a matter of great concern. The Graduation Attainment Rates (GARs) and Mean Years of Schooling (MYS) amongst Muslims are very low, and Dropout Rates are very high. These can have ramifications beyond education, affecting economic development of the community and the country.

The GAR gap between Muslims and other socio-religious communities has been widening over the last four decades. The percentage of Muslim students enrolling for higher education is lower than that for the other socio-religious communities.

It is estimated that one out of 25 students enrolled for an undergraduate programme, and one out of fifty enrolled for a postgraduate programme, is a Muslim. And about 25 per cent of Muslim children between 6-14 never attended school or ended up as drop-outs.

It is clear the greatest hurdle faced by the Muslim community is the completion of primary and secondary education. The presence of good schools, private or public, in Muslim localities is limited, reflective of a bias that exists at the level of accessing basic socio-economic infrastructure.

Where schools exist, discrimination on religious grounds and increasing communalisation of social spaces forces Muslims to stay away.