• AJAZ AHMAD TELWANI

History has witnessed the emergence of Islam, its rapid and dynamic spread across the globe. India was soon acquainted with this religion after successive Muslim invasions especially during the medieval period. It was during the medieval period Muslim ruler’s started a new system of education based on Quran and hadith popularly known as Muslim education. The Muslims establish Maktabs, Madrassas and Mosques for giving education. They considered education as the greatest of all gifts and believed that it is better to educate ones child than to give gold in charity. Muslim education in India made progress both in early Muslim period and in the Mughal period. But the kings who did great service for Muslim education during pre- Mughal period are Faroz Shah Tuglaqk (1351-1388 AD) and Sultan Sikandar (1489-1517 AD) who made Muslim education formal for first time where as Akbar (1556-1605 AD) and Aurangzab (1658-1707 AD) durind Mughal period gave new shape to Muslim education by making it secular and inclusive. Hence the main purpose of this study was to present an overview of historical development of Muslim education in India right from the pre-Mughal period upto post independence. In the present study, the history of Muslim education has been divided into four stages i.e., Pre- Mughal period, Mughal period, British period and post independence period in order to present it in a wholistic and systematic order so that every one can get a synoptic view of Muslim education in India. All the Muslim kings have directly or indirectly contributed towards Muslim education. The study throws light on the contribution made by the various Muslim thinkers towards the promotion of education by establishing great institutions like Aligarh Muslim University, Jamia Millia Islamia University, Darul- Uloom Deoband, Nutwat-Ul-Ulema and many more. Further, the challenges faced by Muslim education during British period along with various steps taken by Britishers to improve the conditions of Muslim education has been analysed. Also the reports of the various committees and commissions in the post independence era has also been discussed in the light of the minorty concern towards their identity and rights. The author concludes with the remarks that the Muslims, who constitute largest minority (14.23%) of the India are still considered as backward community due to low literacy rate (67.6 %) as compared to national level of (74.4%). Hence the present status of the Muslim education in India is of great concern. The new challenges of the 21st century cannot be encountered without consdering the problems of Muslim education in India. Key words: Muslim education, Maktab, Madrassa, Mughal-period, Minority.

Muslim education, Madrassa, Maktaba,Mughal period, Minority

"MUSLIM EDUCATION IN INDIA:HISTORICAL PERSPECTIVE ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 2, page no.690-700, February-2019, Available :http://www.jetir.org/papers/JETIR1902291.pdf

"MUSLIM EDUCATION IN INDIA:HISTORICAL PERSPECTIVE ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 2, page no. pp690-700, February-2019, Available at : http://www.jetir.org/papers/JETIR1902291.pdf