Perception of Different Stakeholders and Classroom Practice of Qawmi Madrasa Education
Raqib, A. A., Islam, M. O., & Ali, M. A. (2015). Perception of Different Stakeholders and Classroom Practice of Qawmi Madrasa Education. NAEM Journal 10 (19), 1-11.
10 Pages Posted: 27 Sep 2019
Date Written: 2015
Qawmi madrasas represent a private system of madrasa education and teach religious subjects, and are financed via various non-state sources. It is not feasible to try to “impose” class-graduated terminology on their primary educational system as they mainly use a subject-based system rather than a grade-based system. To induce modernization, cash incentives were offered to madrasas as long as they registered and introduced additional classes on subjects such as Science, Mathematics, and English. This study aimed to examine the stakeholders’ perception and current teaching-learning practice of Qawmi Madrasa, and to identify the entry points for the development of teaching-learning provisions). The qualitative study takes an interpretive stance through semi-structured interviews, FGDs, and observations. A common thread throughout almost all forms of qualitative research is flexible nature. Based on field experience the convenience and quota sampling has been adopted. Stakeholders’ believes that Qawmi madrasa provides high moral and ethical education. Parents expect their child will lead the prayer for the salvation of their departed soul before burying and they always keep us with his prayer. Peer reading is the most dominant instructional strategy that is being used by madrasa teachers and corporal punishment is still allowed inside and outside the classroom. Qawmi madrasas do not take any state support, this study advocates some cope with government intervention in this sector.
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