The madrasah is an Arabic word meaning “School”, centre for Islamic schools that provide religious teachings to individuals. Earlier madrasahs developed from the lectures given in the mosques and later were supported by donations from wealthy families and princes even supported by the communities turning them into concrete spaces and dedicating these spaces for imparting religious education to the masses. Like the teaching method of vedic education in ancient India, teachers used the method involving memorising mantras and verses through hearing and repetition where the thinking method involved trying to understand the meaning of mantras and verses. Likewise Madrasa education is more emphasising on memorization of texts. The system emphasises the importance of religion, character building and moral values. Students are taught in Dar ul ulooms(House of knowledge) or centres for learning like there used to be gurukuls and Ashrams.
Madrasas have played a crucial role in the cultural and educational life of muslims by spreading literacy among the down-trodden segments of the Muslim society as majority Darul-ulooms have been the centres of free education. In modern times the madrasa education system is India's largest non formal education network, with over 200,000 madrasas and 100,000 teachers. However it's also observed these madrasas have struggled to sustain and uphold the needs of modern society as many refused to integrate interdisciplinary subjects into their curricula, which has led to a dual system of schooling. Teachers often are underpaid, receiving below average salaries particularly in rural institutions that in turn impacts their quality of life and demotivates them, scholars and highly educated Ulemas and Aalimas enter the system as they find no long term career stability. Unlike our formal education system, madrasa teachers don't receive capacity building and professional training about contemporary pedagogy in order to adopt modern mixed teaching learning methods and keep up with the selection and use of modern instructional facilities which negatively impacts the quality of education. As the evolution of educational landscape, modernization and change in socio-political dynamics happened the call for overhauling madrasas often arises.
The curriculum constraints are witnessed in madrasa education as they are largely focused on Islamic studies with limited emphasis and flexibility of introducing and teaching the subjects like science, technology and social sciences. Incorporating a more diverse curriculum that is interdisciplinary and multidisciplinary could equip students with skills to compete in the globalised world while still maintaining their religious education. An exposure to modern pedagogy is important to cater to the demands of the current education system but in madrasas educators stick to traditional rote learning methods, contemporary training methods could improve the quality of education. It is witnessed that madrasa graduates often turn to jobs such as selling halwa (sweet dish), nihari, driving auto rickshaws or engaging in low income occupations, the major reason being no exposure to modern education and lack of vocational or secular skills. Introducing vocational courses, IT and other language courses could enhance employability of madrasa graduates and increase their chances of getting secure jobs in more formal sectors and meeting the global economic needs.
While madrasas are providing a strong foundation in religious knowledge, the overhauling is needed that would prepare students for broader career opportunities in modern economies. Reforms are needed that will integrate secular education, vocational training and modern skills into madrasa curricula and could improve the future of graduates.

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