Contemporary reforms in Bangladesh’s Qawmi madrasas and the preservation of Muslimness

• In Event: Roundtable Session 1
  In Refereed Roundtable Session: Islamic education in post-secular societies: Exploring contextualized learning for the society

Proposal

This study examines the contemporary reforms of Qawmi Madrasas in Bangladesh—Islamic educational institutions that operate without government recognition. In a country of 175 million people, approximately 160 million identify as Muslim. While Bangladesh maintains a secular national education system, it also accommodates state-approved Islamic schools known as Alia Madrasas. These institutions follow the national curriculum and confer degrees equivalent to those in general education, supplemented by Islamic instruction. In contrast, Qawmi Madrasas maintain their own certification and examination systems, operate independently through self-financing, and are not subject to government oversight. An estimated 20,000 Qawmi Madrasas exist nationwide, with approximately five million students enrolled. These institutions are not merely religious schools but are deeply embedded in the everyday lives of Bangladeshi Muslims and closely linked to Islamic political movements, often mobilizing students and teachers during political demonstrations. In September 2009, the author conducted an interview with Mufti Fazlul Haque Amini (1945–2012), a prominent political leader and principal of a major Qawmi Madrasa in Dhaka. Amini criticized the Alia system for compromising religious education through the expansion of secular subjects, stating:

“Alia Madrasas have undermined religious education by expanding general subjects. We do not teach other subjects extensively, as it would damage Qur’an and Hadith instruction. Our priority is mastery of the Qur’an and Hadith, and we teach other subjects only to the extent necessary to support that goal.”

Amini’s view reflects a broader sentiment among many ulama who regard the inclusion of secular subjects as a dilution of religious education. However, since the late 2010s, Qawmi Madrasas across the country have initiated reforms, actively incorporating general subjects such as English, mathematics, and science. This study reveals that these reforms are not driven by secularization, but rather by the transformation of public expectations under the influence of global information flows. The proliferation of internet access and the return of migrant workers have introduced new perspectives even in remote rural areas, reshaping local mindsets and reducing the demand for traditional Islamic education. In response, Qawmi Madrasas have adapted—not by abandoning their religious foundations, but by reforming in ways that preserve and reinforce the Muslimness of their communities. These reforms have strengthened the channels between secular society and the religious world, enabling Islamic education to remain relevant in a changing social landscape. Thus, the transformation of Qawmi Madrasas can be understood as a contemporary expression of Islamic revivalism.

Author

• Tatsuya Kusakabe, Hiroshima University, CICE