INTRODUCTION
To, day around one-fifth of world
population is Muslim which spans nearly all corners of the earth; Muslim are
the majority population in 60 countries of the world. There is almost one
Muslim among every five in habitants of the globe but in twice as many
countries i-e some 120 state, Muslims are minorities. And even in societies with majorities, not only are
there sizable non-Muslim minorities, but also sizable communities that differ
from the rest of their follow Muslims in sect, denomination and doctrine or in
their fallowing of mystical traditions.
In the post the British government’s firm
determination to carry out a system of English education, proved unfavorable to
the Muslim and a great boon to those Hindus especially the high class among
them. The Hindus, who were under Muslim rule for countries, had no dislike to learn
the language of their new rules. As they had learned Persian and Urdu under the
Muslim, they were willing to learn English under British, but this was not so
with the Muslim. they objected to the study of English because they
feared that English education would undermine their religion and also because
same thought that learning a foreign language is not in accordance with Islamic
law except for the purpose of answering letters .the obvious results was that this share of the Muslims in the
British administration reduce while the Hindus poured into every government
office.
It
was in such a context that as on oasis of hope, the necessary impact us for
Muslim education came when mohammedaus Anglo-oriental
College was founded in 1875 by sir
syed at Aligarh
which attained the status of a university in 1921. Some out standing alumni of
the Aligarh
university during the hectic days of the
khlafat agitation
----------------------------------------------------------------------------------------------------------
- Research Scholar Department of Sociology,
** Associate
Professor, Department of Sociology, Government
First Grade
College , Gulbarga .
founded an
independent national university under the title, jamia milla is lamia, in
1920 which was shifted to Delhi
a few year later. Both there educational efforts mainly by the Indian Muslims
continue to function as great contributions to the nation’s progress. During
those times, there were even enlightened women among the Muslim like rokeya
begum (1880-1932) who contributed a lot to the Muslim women’s education in Bengal .
Yet according to a survey conducted by Baroda
Muslim educational society, in as of the year 1999, the educational position of
Muslim women in the state of Gujarat was considered to be equal to that of
scheduled caste women sushila gain (1986) in a study of 300 Muslim females of
jaipur observed that only 5 percent of them were college educated, 41.3 percent
school educated and remaining 53.7 percent were illiterate.
According to professors mushirul Hassan as
fars education and employment is concerned in general.
“Indian’s 110 million Muslim lag for behind
other communities in literacy government and private employment, business and
industry they have low level income in urban areas, especially when measured in
per capital terms. more half of their population lives below poverty line, less
urban Muslim regular wage or salary than members of other religions
groups. Widespread illiteracy and a higher drop-out rate at the elementary
stage are additional problems. That is why the average literacy rate among
Muslim is much less than the notional average most Muslim women, in particular
do not received educate school education, let alone higher education”.
Therefore, to day the Indian Muslims are
challenged once again to follow the tradition of Aligarh Muslim university and jamia
millia education lists like rokeya begum they are challenge to continue their
pursuit of modern education and community up liftmen programmes, like women’s
education, civil services, technical education for the youth, leadership
programs in social management and research studies, such efforts will help in
evolving an Indian Islam that is truly
contextual Indian and in turned with the sigh of the Abid Husain point
out.
“Without
higher education Indian Muslims cannot tackle the difficult task an which
depends, not only their progress but their very existence, namely that of on
enlighten interpretation and application of the old internal valuesto the new
changing condition”.
The Muslim community in Indian can promote
centuries of education in duding higher education, where they can easily
received stander education and also where non-Muslim student are admitted to
promote greater notional integration, perhaps the numerous madras as and
Islamic learning centre’s that impart not only religions training but also basic
literacy can also become contras’ of modern education by including syllabuses
that are in the curriculum of the country’s educational system. Such a tempts may help them to realize their
intimacy with the total population of the country and also people of other
faith more pronounced as free citizens without prejudice who are part and pared
of the nation’s life.
EDUCATIONAL CONDITIONS
LITERACY LEVELS
The most common indicator of educational
attainment is literacy. In the absence of any other source providing data on
the literacy levels of OBCs, in particular muslim-OBCs, the committee has used NSSO
(national sample survey organization) data to compute literacy levels. Literacy
level among the population aged 6-years and above shows marginal difference at
the all India level (table-1) however, disaggregated analysis by place of residence reveal sharp differences across
SRCs (socio-religious category) in urban areas; Muslims and in particular
muslim-OBCs, are lagging behind hindu-OBCs. Literacy level among the Muslim
OBCs is the list in rural areas as well but the
Difference is not as sharp
between them and other SRCs in urban areas
INTRODUCTION
To, day around one-fifth of world
population is Muslim which spans nearly all corners of the earth; Muslim are
the majority population in 60 countries of the world. There is almost one
Muslim among every five in habitants of the globe but in twice as many
countries i-e some 120 state, Muslims are minorities. And even in societies with majorities, not only are
there sizable non-Muslim minorities, but also sizable communities that differ
from the rest of their follow Muslims in sect, denomination and doctrine or in
their fallowing of mystical traditions.
In the post the British government’s firm
determination to carry out a system of English education, proved unfavorable to
the Muslim and a great boon to those Hindus especially the high class among
them. The Hindus, who were under Muslim rule for countries, had no dislike to learn
the language of their new rules. As they had learned Persian and Urdu under the
Muslim, they were willing to learn English under British, but this was not so
with the Muslim. they objected to the study of English because they
feared that English education would undermine their religion and also because
same thought that learning a foreign language is not in accordance with Islamic
law except for the purpose of answering letters .the obvious results was that this share of the Muslims in the
British administration reduce while the Hindus poured into every government
office.
It
was in such a context that as on oasis of hope, the necessary impact us for
Muslim education came when mohammedaus Anglo-oriental
College was founded in 1875 by sir
syed at Aligarh
which attained the status of a university in 1921. Some out standing alumni of
the Aligarh
university during the hectic days of the
khlafat agitation
----------------------------------------------------------------------------------------------------------
- Research Scholar Department of Sociology,
** Associate
Professor, Department of Sociology, Government
First Grade
College , Gulbarga .
founded an
independent national university under the title, jamia milla is lamia, in
1920 which was shifted to Delhi
a few year later. Both there educational efforts mainly by the Indian Muslims
continue to function as great contributions to the nation’s progress. During
those times, there were even enlightened women among the Muslim like rokeya
begum (1880-1932) who contributed a lot to the Muslim women’s education in Bengal .
Yet according to a survey conducted by Baroda
Muslim educational society, in as of the year 1999, the educational position of
Muslim women in the state of Gujarat was considered to be equal to that of
scheduled caste women sushila gain (1986) in a study of 300 Muslim females of
jaipur observed that only 5 percent of them were college educated, 41.3 percent
school educated and remaining 53.7 percent were illiterate.
According to professors mushirul Hassan as
fars education and employment is concerned in general.
“Indian’s 110 million Muslim lag for behind
other communities in literacy government and private employment, business and
industry they have low level income in urban areas, especially when measured in
per capital terms. more half of their population lives below poverty line, less
urban Muslim regular wage or salary than members of other religions
groups. Widespread illiteracy and a higher drop-out rate at the elementary
stage are additional problems. That is why the average literacy rate among
Muslim is much less than the notional average most Muslim women, in particular
do not received educate school education, let alone higher education”.
Therefore, to day the Indian Muslims are
challenged once again to follow the tradition of Aligarh Muslim university and jamia
millia education lists like rokeya begum they are challenge to continue their
pursuit of modern education and community up liftmen programmes, like women’s
education, civil services, technical education for the youth, leadership
programs in social management and research studies, such efforts will help in
evolving an Indian Islam that is truly
contextual Indian and in turned with the sigh of the Abid Husain point
out.
“Without
higher education Indian Muslims cannot tackle the difficult task an which
depends, not only their progress but their very existence, namely that of on
enlighten interpretation and application of the old internal valuesto the new
changing condition”.
The Muslim community in Indian can promote
centuries of education in duding higher education, where they can easily
received stander education and also where non-Muslim student are admitted to
promote greater notional integration, perhaps the numerous madras as and
Islamic learning centre’s that impart not only religions training but also basic
literacy can also become contras’ of modern education by including syllabuses
that are in the curriculum of the country’s educational system. Such a tempts may help them to realize their
intimacy with the total population of the country and also people of other
faith more pronounced as free citizens without prejudice who are part and pared
of the nation’s life.
EDUCATIONAL CONDITIONS
LITERACY LEVELS
The most common indicator of educational
attainment is literacy. In the absence of any other source providing data on
the literacy levels of OBCs, in particular muslim-OBCs, the committee has used NSSO
(national sample survey organization) data to compute literacy levels. Literacy
level among the population aged 6-years and above shows marginal difference at
the all India level (table-1) however, disaggregated analysis by place of residence reveal sharp differences across
SRCs (socio-religious category) in urban areas; Muslims and in particular
muslim-OBCs, are lagging behind hindu-OBCs. Literacy level among the Muslim
OBCs is the list in rural areas as well but the
Difference is not as sharp
between them and other SRCs in urban areas
INTRODUCTION
To, day around one-fifth of world
population is Muslim which spans nearly all corners of the earth; Muslim are
the majority population in 60 countries of the world. There is almost one
Muslim among every five in habitants of the globe but in twice as many
countries i-e some 120 state, Muslims are minorities. And even in societies with majorities, not only are
there sizable non-Muslim minorities, but also sizable communities that differ
from the rest of their follow Muslims in sect, denomination and doctrine or in
their fallowing of mystical traditions.
In the post the British government’s firm
determination to carry out a system of English education, proved unfavorable to
the Muslim and a great boon to those Hindus especially the high class among
them. The Hindus, who were under Muslim rule for countries, had no dislike to learn
the language of their new rules. As they had learned Persian and Urdu under the
Muslim, they were willing to learn English under British, but this was not so
with the Muslim. they objected to the study of English because they
feared that English education would undermine their religion and also because
same thought that learning a foreign language is not in accordance with Islamic
law except for the purpose of answering letters .the obvious results was that this share of the Muslims in the
British administration reduce while the Hindus poured into every government
office.
It
was in such a context that as on oasis of hope, the necessary impact us for
Muslim education came when mohammedaus Anglo-oriental
College was founded in 1875 by sir
syed at Aligarh
which attained the status of a university in 1921. Some out standing alumni of
the Aligarh
university during the hectic days of the
khlafat agitation
----------------------------------------------------------------------------------------------------------
- Research Scholar Department of Sociology,
** Associate
Professor, Department of Sociology, Government
First Grade
College , Gulbarga .
founded an
independent national university under the title, jamia milla is lamia, in
1920 which was shifted to Delhi
a few year later. Both there educational efforts mainly by the Indian Muslims
continue to function as great contributions to the nation’s progress. During
those times, there were even enlightened women among the Muslim like rokeya
begum (1880-1932) who contributed a lot to the Muslim women’s education in Bengal .
Yet according to a survey conducted by Baroda
Muslim educational society, in as of the year 1999, the educational position of
Muslim women in the state of Gujarat was considered to be equal to that of
scheduled caste women sushila gain (1986) in a study of 300 Muslim females of
jaipur observed that only 5 percent of them were college educated, 41.3 percent
school educated and remaining 53.7 percent were illiterate.
According to professors mushirul Hassan as
fars education and employment is concerned in general.
“Indian’s 110 million Muslim lag for behind
other communities in literacy government and private employment, business and
industry they have low level income in urban areas, especially when measured in
per capital terms. more half of their population lives below poverty line, less
urban Muslim regular wage or salary than members of other religions
groups. Widespread illiteracy and a higher drop-out rate at the elementary
stage are additional problems. That is why the average literacy rate among
Muslim is much less than the notional average most Muslim women, in particular
do not received educate school education, let alone higher education”.
Therefore, to day the Indian Muslims are
challenged once again to follow the tradition of Aligarh Muslim university and jamia
millia education lists like rokeya begum they are challenge to continue their
pursuit of modern education and community up liftmen programmes, like women’s
education, civil services, technical education for the youth, leadership
programs in social management and research studies, such efforts will help in
evolving an Indian Islam that is truly
contextual Indian and in turned with the sigh of the Abid Husain point
out.
“Without
higher education Indian Muslims cannot tackle the difficult task an which
depends, not only their progress but their very existence, namely that of on
enlighten interpretation and application of the old internal valuesto the new
changing condition”.
The Muslim community in Indian can promote
centuries of education in duding higher education, where they can easily
received stander education and also where non-Muslim student are admitted to
promote greater notional integration, perhaps the numerous madras as and
Islamic learning centre’s that impart not only religions training but also basic
literacy can also become contras’ of modern education by including syllabuses
that are in the curriculum of the country’s educational system. Such a tempts may help them to realize their
intimacy with the total population of the country and also people of other
faith more pronounced as free citizens without prejudice who are part and pared
of the nation’s life.
EDUCATIONAL CONDITIONS
LITERACY LEVELS
The most common indicator of educational
attainment is literacy. In the absence of any other source providing data on
the literacy levels of OBCs, in particular muslim-OBCs, the committee has used NSSO
(national sample survey organization) data to compute literacy levels. Literacy
level among the population aged 6-years and above shows marginal difference at
the all India level (table-1) however, disaggregated analysis by place of residence reveal sharp differences across
SRCs (socio-religious category) in urban areas; Muslims and in particular
muslim-OBCs, are lagging behind hindu-OBCs. Literacy level among the Muslim
OBCs is the list in rural areas as well but the
Difference is not as sharp
between them and other SRCs in urban areas
Table-1
literacy levels of SRCs by place of residence
Children not attending schools
Almost half of the children aged 6-12
years are not currently attending school. It can be seen that the proportion of
Muslim OBC children not attending school aged 12 years or less is much higher. While the difference between muslim-OBCs and Muslim
Gen is not marked (both are about 55%), the difference in non-attendance level
between hindu-OBCs and muslim-OBCs (49% compared to 56%) is significant
Levels of education
Table-2 present the proportion of persons
in each SRC classified according to the highest level of education attained. A
comparison across SRCs suggests that the education level of muslim-OBCs and
Muslim-Gen are lower than those of hindu-OBCs. In general, educational levels
among muslim-OBCs are lower than the other two SRCs; the illiteracy is the
highest among this group and lower proportion of persons in this group complete
school education or undertakes graduate studies.
Table:2 Distribution
of persons(aged 6 + Years) in Each SRC by Level of Education
ACHEVEMENTS IN
HIGHER EDUCATION
Finally, the status of the three SRCs
(socio-religious category) is examined with respect to their attainments in the
field of higher education. Three levels of education level have been used for this
purpose-general graduate and above, technical graduates and technical diploma
and certificate courses.
Table-3-proportion
of persons aged 20 years + with higher education in each SRC
It can be seen that all the three SRCs
have lower proportion of persons holding a technical / non-technical degree or
technical diploma/certificate compared to the Hindu-OBCs. Except in the case of
technical diploma/ certificate courses,
Muslim-OBC has the lowest level of achievements in higher education, in
general, Hindu–OBC do better than the other two SRCs thus, in terms of higher
education also, the Muslim-OBC, lag behind the other SRCs namely hindu-OBCs, and Muslim-Gen.
Different educational approaches,
methodologies, curricular and teaching resources available to educators to
combat intolerance against Muslim they elaborated two complementary areas for
educational for educational reform challenging negative perception of Muslims
within the education system and developing critical thinking and empathy among
student.
Youth
constitute an important asset of the society. The investment in their
development is investment in our future. The importance of youth in life and of
youth population in a nation is of considerable significance.
Today’s youth is
tomorrow’s world leader and pacesetter. There is much to be accomplished in
this direction. But it would be up to the future generation of the youth make a
better place to live in there should be wide concern for youth and concerted
action called for a help meet their need and fulfill their aspirations.
OBJECTIVE
OF THE STUDY
Following the main objective of the
study
1.
To examine levels and trends of education among Muslim
youth.
2.
To examine the influence of higher education on Muslim
youth.
3.
To analyze the sociological implication of higher
education and constraints on Muslim youth to change.
4.
To explore the relationship between higher education
and Muslim youth.
.
HYPOTHESIS
Main hypothesis
formulated for the present study is that higher education and Muslim youth in
public sector, their status is lower compared to that of other the particular
hypothesis are.
1.
The proportion of Muslim youth in higher education is
low.
2.
Muslim youth passing higher education come from higher
income families.
3.
Present education system is not conductive to provide employment
to the Muslim youth.
SUGGESTION
1.
Muslim parents are not averse to modern or mainstream
education and to sending their children to the affordable Government Schools.
2.
Regular school education that is available to any other
child in India
is preferred by Muslims.
3.
It needs to be emphasized that the worth of mere
literary is low unlike literary, education is a broad process that enables a
person to adopt a rational and questioning attitude and facilitate the
recognitions of new opportunities.
4.
The changes in educational patterns across RSCs suggest
that Scs and Sts have reaped at least some advantages of forfeited Government
and private action supporting their educational progress.
5.
Still others argued that good educational facilities
combined with non-discriminatory practices are adequate for muslims to compete.
CONLUSION
Analysis of time trends indicate that, despite
overall improvement in educational status, the rate of progress has been
slowest for Muslims. In other words while educational attainments of Muslims
have improved over the years, it has done so at a more gradual pace than other
SRCs so that the expected convergence has not occurred education also involves
retention and enhancement of these capabilities over a lifetime and the ability
to transmit education to the next generation in order to generate the
considerable spillover effects documented by social scientists. While the
nature of affirmative action that is required needs to be assessed, a shaper
focus on school education combined with more opportunities in higher education
for Muslims youth seems desirable.
REFERENCES
- STRATEGY FOR DEVELOPING University education in the Islamic world.
- Youth development in the new millennium S.NARAYANASAMY.
- Social, economic and educational status of the Muslim community of
- Y.B. Mathur, Muslim and changing
- Report of OSCE-ODITHR Roundtable, address in
intolerance and discrimination against Muslim youth and education.
- Youth education and unemployment PRAMOD KUMAR BAJPAI.
- Higher education in information age: AGANNATH
PATNAIN.
No comments:
Post a Comment