• L. Jafarunnisa Begum
• Dr. C. Nadarajan

Curriculum was expanded from community observation and awareness on needs and recent situations. It shows that group conditions as the element of information to formulate teaching implementation. Religious teaching conducted through Islamic traditional teaching books. Pesantren maintain the traditional system of learning. On the other hand, they try to achieve another objective. It is a social function to adapt and manage community expectations. Pesantren classify their activities to present founding of teaching and learning both knowledge and subject needs. These findings reflect pesantren to serve local agenda. They provide social service, network adjustment and organizational strength. They have local volunteers throughout village which perceived positively and supported. The curriculum followed in the centers of Islami clearing in India comprises of the Quran, Hadith, Tafsir, Tajwid, Qirat, Fiq, kalam and Tasawuf. All the Muslim religious scholars unanimously agree that the Quran and the Sunna should be taught in the language of the Quran i.e., Arabic. The early religious scholars did the same when they conquered different countries and established centers of Islamic learning. The study materials are available only in Arabic, through the medium of instruction is Tamil. The course of study runs for seven years. The academic year starts in the month of shawal and ends in the month of Shaban. The annual vacation falls in the month of Ramadhan, since the lunar calendar is followed, the academic year loses eleven days every year and slide sover the solar months towards January. During learning process, it implies cooperation to achieve common goals, both society and pesantren it self. They implement a learning model in which student study and work together in the field with structure group that is heterogeneous. Furthermore, great objective achievement depends on that collaboration. It basically contains how pesantren work or help the others in regular programs. There was provision for both secular and religious education in the Madrasa. The total duration of the course was ten to twelve years. The medium of instruction was Persian, but the study of Arabic was made compulsory for the Muslim students. The secular education included the subjects Arabic Grammer, Logic, Prose Literature, Law, Philosophy, Astrology, Arithmatic, History, Geography, Medicine, Agriculture etc. The Muslims fly followed in the field of handicrafts and architecture the traditional Indian system.

Madrasa, Hadith, Tafsir, Hafiz, Shariath, Qirat, Ramadhan

"CURRICULAM DEVELOPMENT OF MUSLIM MADRASAS IN TAMILNADU", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 6, page no.905-910, June-2019, Available :http://www.jetir.org/papers/JETIR1908927.pdf

"CURRICULAM DEVELOPMENT OF MUSLIM MADRASAS IN TAMILNADU", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 6, page no. pp905-910, June-2019, Available at : http://www.jetir.org/papers/JETIR1908927.pdf