Madrasa Education: The Bangladeshi Experience Mohammad Niaz Asadullah University of Reading World Bank-DFID South Asia Regional Conference on Education for All October 2007

Introduction In Muslim countries, madrasas are in the spotlight for wrong reasons In Muslim countries, madrasas are in the spotlight for wrong reasons Religious militancy; extremism; poor labour market demand Religious militancy; extremism; poor labour market demand Reform option: Reform option: Threat of closure vs. fiscal incentives. Threat of closure vs. fiscal incentives. Many argue against incentives on the following grounds: Many argue against incentives on the following grounds: Islamic schools reject state interference Islamic schools reject state interference Curriculum reform doesnt imply quality education Curriculum reform doesnt imply quality education Reform may not benefit girls Reform may not benefit girls curriculum modernisation does not remove gender gap, an important MDG target curriculum modernisation does not remove gender gap, an important MDG target Social polarization Social polarization

Outline Part 1: Stylized facts about modernized madrasa education sector in Bangladesh Part 1: Stylized facts about modernized madrasa education sector in Bangladesh Evidence from administrative data Evidence from administrative data Part 2: Evidence from survey data Part 2: Evidence from survey data Do madrasa children have lower test score? Do madrasa children have lower test score? Does religious education lead to polarized world views? Does religious education lead to polarized world views?

Part 1: Education in Bangladesh Structure (1) Secondary schooling system: 3 parallel streams i. Secular: private/public schools i. Secular: private/public schools Uniform c urriculum: 10% religion Uniform c urriculum: 10% religion ii. Religious (p rivate), recognised (Aliyah) ii. Religious (p rivate), recognised (Aliyah) Government madrasa board (est 1979) Government madrasa board (est 1979) Open to employment of Hindu and female teachers Open to employment of Hindu and female teachers Uniform curriculum: 50% religion Uniform curriculum: 50% religion Maths, Bengali, English, geography/science: grades 1-10 Maths, Bengali, English, geography/science: grades 1-10 iii. Religious (p rivate), unrecognised (Quomi) iii. Religious (p rivate), unrecognised (Quomi) No single recognised board/association No single recognised board/association 7 regional boards ( members per association) 7 regional boards ( members per association) established between 1959 and 1979 established between 1959 and 1979

Part 1: Education in Bangladesh Structure (2) iii. Religious (p rivate), unrecognised (Quomi) iii. Religious (p rivate), unrecognised (Quomi) Majority inspired by Deoband (India) system (established in 1866) Majority inspired by Deoband (India) system (established in 1866) Co-education not permissible Co-education not permissible Predominantly single sex, all-boys Predominantly single sex, all-boys No single curriculum No single curriculum share of modern subjects vary: 40%-100% religion share of modern subjects vary: 40%-100% religion grades 1-6/8: Maths, Bengali, English, geography etc grades 1-6/8: Maths, Bengali, English, geography etc Grade 9 and onwards: 100% religious studies Grade 9 and onwards: 100% religious studies

Part 1: Education in Bangladesh Size Primary Primary 8% [6,871 against aprxm 80,401 formal primary schools] 8% [6,871 against aprxm 80,401 formal primary schools] Secondary Secondary 32% [8,407 at post-primary level against 17,389 formal secondary schools] 32% [8,407 at post-primary level against 17,389 formal secondary schools] 15% of total PPE enrolment 15% of total PPE enrolment In contrast, Madrasas in Pakistan account for less than 1% of total school enrolment. In contrast, Madrasas in Pakistan account for less than 1% of total school enrolment. Huge growth between 1980 and 2000 Huge growth between 1980 and 2000 Unregistered madrasas? Unregistered madrasas? Estimates vary between 4,000-16,000 (including primary) Estimates vary between 4,000-16,000 (including primary)

Part 1: Education in Bangladesh Stylized facts (1) The most-feminized and largest co-ed madrasa system in the world! The most-feminized and largest co-ed madrasa system in the world!

Co-ed higher secondary classrooms (i)

Co-ed higher secondary classrooms (ii)

Co-ed higher secondary classrooms (iii)

Part 1: Education in Bangladesh Stylized facts (2) Comprises of large number of potential converts i.e. formerly traditional madrasas Comprises of large number of potential converts i.e. formerly traditional madrasas

Part 1: Education in Bangladesh Public subsidy schemes (1) Scheme 1: Since 1980, registered madrasas eligible for teacher salary aid Scheme 1: Since 1980, registered madrasas eligible for teacher salary aid Schools also benefit from this scheme Schools also benefit from this scheme 90% of teacher salary is paid by the state 90% of teacher salary is paid by the state Scheme 2: Since 1994, registered secondary schools and madrasas admitting girls eligible for developmental funds as part of the Female Stipend scheme Scheme 2: Since 1994, registered secondary schools and madrasas admitting girls eligible for developmental funds as part of the Female Stipend scheme

Part 1: Education in Bangladesh Public subsidy schemes (1) Key questions Key questions Is feminisation linked to incentives? Is feminisation linked to incentives? Is adoption of modernise curriculum induced by incentives? Is adoption of modernise curriculum induced by incentives? Did previously-traditional madrasas additionally open their gates to females? Did previously-traditional madrasas additionally open their gates to females? co-eds today BUT all-boys yesterday? co-eds today BUT all-boys yesterday? Evidence? Evidence? No data on pre-reform, traditional madrasas No data on pre-reform, traditional madrasas Data from Census of secondary schools and Aliyah madrasas (2003) Data from Census of secondary schools and Aliyah madrasas (2003)

Part 1: Education in Bangladesh Public subsidy schemes (2) Table: Sex-composition of students and teachers in post- primary madrasas in Bangladesh,

Part 1: Education in Bangladesh Public subsidy schemes (3) Census of secondary schools and madrasas, 2003 Census of secondary schools and madrasas, 2003 Use data on year of establishment of registered ones Use data on year of establishment of registered ones

Part 1: Education in Bangladesh Public subsidy schemes (4) Converts predominantly co-educational.. opened their gates to girls. Converts predominantly co-educational.. opened their gates to girls. Figure: Sex-orientation of post- and pre-reform registered madrasas

Part 2: Evidence from survey data: Study 1: Learning Achievement in Madrasas (1) Asadullah et al., Economics of Education Review, 2007 Asadullah et al., Economics of Education Review, 2007 Sample Sample Rural registered schools (N= 227) and madrasas (N=94) Rural registered schools (N= 227) and madrasas (N=94) 20 Maths questions 20 Maths questions Very low overall score Very low overall score Madrasas (36%) vs. schools (38%) Madrasas (36%) vs. schools (38%)

Part 2: Evidence from survey data Study 1: Learning Achievement in Madrasas (2) Regression Analysis Controlling for Regression Analysis Controlling for Individual Individual Family Family School School Teacher Teacher Theres no difference in the quality of formal secondary schools and registered madrasas once we account for the selective nature of student intakes Theres no difference in the quality of formal secondary schools and registered madrasas once we account for the selective nature of student intakes Secular, government-aided schools not necessarily of superior quality Secular, government-aided schools not necessarily of superior quality

Part 2: Evidence from survey data Study 2: Attitudes and values Derivate Study from a Larger Study involving a random rural sample of 231 non-religious secondary schools and 94 secondary madrasas 1000 Teachers (335 Madrasa Teachers) Derivate Study from a Larger Study involving a random rural sample of 231 non-religious secondary schools and 94 secondary madrasas 1000 Teachers (335 Madrasa Teachers) 191 Females who graduated from a random sub-sample of secular and madrasa schools (61) 191 Females who graduated from a random sub-sample of secular and madrasa schools (61) Detailed current and retrospectively matched school/teacher information Detailed current and retrospectively matched school/teacher information Impact of the madrasa reform on social integration? Impact of the madrasa reform on social integration? No divide in attitude towards democracy No divide in attitude towards democracy Some divide in fertility preference and gender equity Some divide in fertility preference and gender equity BUT……. BUT……. Presence of female teachers significantly close the attitudinal gap between madrasa and school graduates Presence of female teachers significantly close the attitudinal gap between madrasa and school graduates

Questions on Social and Economic Attitudes Sub-set of Questions from World Values Survey Sub-set of Questions from World Values Survey Attitudes towards working mothers Attitudes towards working mothers Desired Fertility Desired Fertility Higher education for boys vis-à-vis girls Higher education for boys vis-à-vis girls Political regimes (military, Islamic, secular) Political regimes (military, Islamic, secular)

Teacher-Student Matched Analysis: Empirically Focus on 2 Questions (1) Does the madrasa system produce students with polarized views ? (2) How are these views modulated by: (a) Traditionalist (b) Female/Secular Teachers (3) Regression Analysis Controlling for Individual Individual Family Family Community Community School School Teacher Teacher

Yes, There are Differences in Attitudes, But Female Teachers Help to Attenuate the Polarization Effect of Madrasas Differences in attitudes of madrasa graduates regarding demographic decision, investment in female education, and Islamic rule – are all greatly reduced by exposure to female teachers Differences in attitudes of madrasa graduates regarding demographic decision, investment in female education, and Islamic rule – are all greatly reduced by exposure to female teachers Findings confirm a broad consensus in the development literature that female teachers are a key agent of social change Findings confirm a broad consensus in the development literature that female teachers are a key agent of social change