ABSTRACT
Bangladesh, a country of 171 million people, predominantly Muslim, faces significant challenges in educating its youth, who make up 28% of the population. To address the educational needs of the young population, the Madrasa education system has emerged as a notable alternative to conventional education, particularly in rural areas. This chapter explores how madrasas address educational needs amidst constraints such as the demands of mass education, low teacher salaries and inadequate infrastructure. It also examines the complex and ambivalent politics of language in a nation that was founded to protect its mother tongue, Bengali, while part of the elite does not fully command it, preferring to use English. Conversely, English proficiency remains a significant issue in madrasas, and Bangla-medium students are apprehensive about practising English. The study employed qualitative research methodology, including in-depth and semi-structured interviews with a sample of 37 students, 12 teachers/staff and 12 parents. The findings highlight four key challenges: first, the need for government control of Qur'anic schools to benefit from government support; second, the necessity to strengthen the homogeneity of school curricula to include a common secular base, as religious education alone is not adapted to today’s world; third, the need to provide more resources, including rooms equipped with computers and books beyond just Islamic texts; and finally, the need to offer alternative career paths beyond religious ones. Education should not be limited to classroom instruction; it must ensure the quality of teaching and enable the younger generation to dream and foster an inclusive society. Two key questions remain: how can the madrasa system be transformed, given its financial and human resource constraints? And, in a sector with relatively few job opportunities, especially for women, how can madrasas ensure a secure future for their students?
