The study offers a nuanced exploration of the integral role Islamic education plays in the rural regions of Bangladesh. Applying a mixed-methods approach, the study takes a detailed view of the unique interactions between local societal norms and Islamic educational systems, specifically the transition from foundational learning in Maktabs to the establishment and growth of Madrasas.
The study, rooted in ethnographic fieldwork and household surveys, examines the interplay of socio-economic, religious, and cultural factors contributing to this shift. In particular, it reveals how, despite the lack of official recognition until 2017 and limited opportunities for mainstream jobs, Qawmi Madrasah graduates often continue the cycle of Islamic education by establishing new madrasas. Additionally, maktabs, often affiliated with local mosques and providing foundational Islamic and general education to small groups of children, were found to be a critical first step in a child's educational journey in rural Bangladesh.
The research also sheds light on the perceived quality of school education in contrast to the appeal of madrasas, which offer not only religious instruction but also a degree of autonomy and community engagement. Despite the bureaucratic hurdles and resource limitations in both maktabs and madrasas, the study underscores the resilience of these institutions and their vital role in shaping education in rural Bangladesh. Through its findings, the study contributes valuable insights into the complexities of rural education in Bangladesh, highlighting the growing acceptance and multifaceted roles of maktabs and madrasas.
