Status of Muslim women in education:
The case of Parsa District
Final Report
Submitted to:
SIRF, Secretariat, SNV
Kathmandu, Nepal
Submitted By:
Gani Ansari
July 2011
0
Content
Page no.
Preface
Abstract
CHAPTER- I
Introduction
2
Background
2
Relevance of Study
6
Statement of Problem
8
Objectives of the study
8
Limitation of the Study
9
CHAPTER- II
Research Methodology
10
Study site
11
CHAPTER- III
Muslim girls in school
12
Perception of Muslims toward Education
13
Muslim religious perspective: the words of the Imams/Maulanas
13
Educational policy of Nepal and Muslim women on the ground
13
CHAPTER -IV
Status of Muslim women in Education
Status of literacy rate of Muslim Women
22
Enrollment rate of Muslim girls from class 1-8
22
Enrollment rate of Muslim girls from class 9-12
23
Reasons for dropout in the mainstream school
24
Barriers of Muslim Girls’ to attend school
29
1
CHAPTER -V
Causes of Low rate of Literacy of Muslim Women
35
Religious belief
35
Costumes
40
Poverty
45
Lack of Muslim teachers
49
Lack of representation of Muslims in School Management Committee
54
Lack of proper government policy
59
Lack of promotional program to Muslim Girls
64
Lack of Muslim Friendly curriculum
69
Early age marriage
74
Lack of Girls School
79
CHAPTER -VI
Ways forward
85
Muslim Women friendly Policy
85
Muslim Women friendly environment
86
Conclusion and recommendation
87
Bibliography
Annex
List of Table
Page
Table-1:
Verses on Qur’an and Hadith on the importance of education (Ilm)
4
Table-2:
Reasons for not attending in mainstream School.
15
Table-3:
Reasons for dropout in the mainstream school
24
Table-4:
Barriers of Muslim girls’ education
30
2
Table-5:
Reaction of the people about the Muslim faith on girls’ education
36
Table-6:
Peoples’ perception about the dress codes for Muslim girls
41
Table-8:
Peoples’ perspective on Muslim’s poverty
46
Table-9:
Peoples’ saying about the difference between the presence of Muslim and nonMuslim teachers in school for girls’ education
50
Table- 10 :
Peoples saying about the role of Muslim and non-Muslim women in SMC for girls’
education
55
Table 11:
Peoples’ saying about the government policies
60
Table – 12:
Peoples’ saying about the provision of girls’ scholarship
65
Table – 13:
Peoples’ saying about the Muslim friendly and non-friendly curriculum
70
Table – 14:
Peoples’ saying about the early marriage for the girls
75
Table – 15:
Peoples’ saying about the girls’ school
80
3
Preface
I am very thankful to SNV, Connecting people’s Capacities for the social Inclusion Research
Fund (SIRF) for providing me such opportunity for this study. I would like to express my
profound sense of gratitude to Dr. Bidya Nath Koirala, for his precious inspiration,
encouragement, supervision and guidance during the study period.
Thanks are also due to my brother Abdul Qadir Hussien and his better half Rabiya Ansari for
their valuable support in my field study.
My special thanks go to Imam Md.Sanaullah Nadvi and my roommate Ramtapasya Kumar
Sah who always inspired and helped me during the study. I am also thankful to all the
teachers, school management committee members, religious teachers and students who
supported me during my field study.
Gani Ansari
June, 2011
Kathmandu, Nepal
4
ABSTRACT
It is becoming increasingly difficult to ignore the fact that Muslim female literacy rate is very
low in Nepal. The Muslim of Nepal comprises 4.3 % of the total population. This population
has mainly concentrated in the outlying areas along the Indian boarder. However, they are
found in all other district, i.e. they are settled in 74 out of 75 district of the country. The
average per capita income of Muslim is Rs. 10,200 even lower than Terai Dalit's which is
13,200. Especially, Muslim women live with more miserable condition in comparison to
other women in Nepal. The Muslim female literacy rate is 26.7 percent whereas all Dalit
female literacy rate is 38.4 percent. (UNDP, 2009 Nepal Human Development Report 2009,
State transformation and Human Development)
Both secondary and primary data were generated from multiple sources during the study. I as
researcher have taken both simple and in-depth interview with head teachers, Maulanas,
teachers, guardians and Muslim girl students, as they are the key informants of the study.
The study, which is qualitative in its types, has sought to answer to mainly four questions. It
has attempted to find out the major causes of low participation of Muslim girls and women in
education institutions; causes of drop out of Muslim girl; how the education institution’s
environment is unfriendly to them; and how the environment will be made friendly to Muslim
girls and women.
This study reveals that more Muslim girls have been enrolled in school. But there is no
friendly environment for Muslim girls in school; that is one of the major causes behind their
low enrollment in Parsa district. For example, Muslims girls were not allowed to attened
classes in their own costumes i.e. Islamic dresses. There were no Muslim female teachers in
schools whom Muslim girls could communicate comfortably.
The above findings helped me come up with some understanding. They are (a) government
should encourage them to attend classes in their own costumes (b) Government should
appoint Muslim female teacher so that Muslim girls could feel easy with them (Muslim
female teacher) (c) Government should incorporate contents from Qur'an and Hadith in
curriculum (d) Muslim girl students require girls school for them.
5
Chapter - I
Introduction
Background
Muslim (Arabic: ‫ ;ملسم‬/ˈmʊslɨm/ MOOS-lim or English pronunciation: /ˈmʌzlɨm/ MUZ-lim) is
an adherent of the religion of Islam. Literally, the word Muslim means "one who surrenders
and subjugates to the will of God.” (Bhatkali, Nadvi Muhammad Ilyas: 2005).
The Muslim of Nepal comprises 4.3% percent of the total population in Nepal 1. This
population has been mainly concentrated in the outlying areas along the Indian border.
However they are found in all other districts, i. e. they present in 74 out of 75 districts of
Nepal2. The average Per capita income of Muslim is 10,200 even lower than Terai Dalits's
13,2003. Especially, Muslim women live with more miserable condition in comparison to
other women even the Muslim males in Nepal. By culture they are limited to the household
only. Majority of them are illiterate in Nepali language and unskilled which have compelled
them to kill their time. And, few of them who are educated have not got equal opportunity to
do any job in comparison to other women in Nepal. There is no such policy that encourages
Muslim women to involve in civil or private job in Nepal. Most of the Muslims live under
poverty.4 Some of them who want to study do not feel comfortable with ongoing education
system and teaching environment and some are not capable to afford.
Muslims of Nepal also are also guided by their religious and cultural values. The living way,
treating others, etc follows the holy Qur’an and Hadith. There is a tradition of wearing veil in
Muslim women. Teenager Muslims girls rarely go to colleges for higher education as they are
guided by religion i.e. Islam. So, majority of them get married without doing higher
education. They could do further study, if there were girls colleges, universities targeting
them as they prefer general schools, colleges and universities5. Apart from it most of them
1
UNDP, 2009 Nepal Human Development Report 2009, State transformation and Human Development
Economic and Political Weekly, March 4, 2000
3
UNDP, 2009 Nepal Human Development Report 2009, State transformation and Human Development
4
The same source
5
Interview with Md. Mohsin, 10 th September, 2010
2
6
think that even getting higher degree girls should be limited with household works6. So, they
do not think higher degree is essential for them.
There is misconception that Islam does not allow girls to acquire knowledge. This
misconception can be challenged by the lines of the Qur’an that says ‘‘…Allah will exalt, in
degree, those of you who believe and those who are endowed with knowledge…’’
(Muzadalah,11, Qur’an). Similarly, Hadith stresses on importance of education to all
followers of Islam-‘’It is compulsory to all Muslim male and female to acquire
knowledge…’’ (Hadith)
This applies that Islam has not forbidden acquiring knowledge to its followers either they are
males or females. Islam has, from its inception, placed a high premium on education and has
enjoyed a long and rich intellectual tradition. Knowledge ('ilm) occupies a significant position
within Islam, as evidenced by the more than 800 references to it in Islam's most revered book,
the Qur’an (A.S.1982). The importance of education is repeatedly emphasized in the Qur’an
with frequent injunctions, such as "God will exalt those of you who believe and those who
have knowledge to high degrees"(58:11), "O my Lord! Increase me in knowledge" (20:114)
and "As God has taught him, so let him write" (2:282). Such verses provide a forceful
stimulus for the Islamic community to strive for education and learning.
The holy books in Islam, both Qur’an and Hadith have emphasized on knowledge at many
places. For these holy texts ill-literate people are not equal to those of literate in sight of
Allah (Zumar, 9, Qur’an). This means both Qur’an and Hadith have emphasized the
importance of education. The table below displays these verses.
6
Observation by the researcher
7
Table: 1
Verses on Qur’an and Hadith on the importance of education (Ilm)
Verses on Qur’an
Verses on Hadith
 ‘‘Are those equal, those who know and those If we talk about Hadith, another holy
who do not know?’’ (Zumar, 9, Qur’an).
book in Islam is all about learning and
 ‘‘…Allah will exalt, in degree, those of you who
believe and those who are endowed with
knowledge…’’ (Muzadalah, 11, Qur’an).
teaching. Allah’s apostle, Muhammad
has taught people about various things
till his last breathing. Many of his
sermons are narrated by his wife Aisha.
 ‘‘In the verse, Allah has delivered message to Hadith has given more priority to
his apostle to convey the people that literate and education.
illiterate cannot the same. Here, there is a clear
 ‘‘It is compulsory to all Muslim male
message that education is necessary to all
and female to acquire knowledge…’’
Muslims. Another verse of Qur’an has also
(Hadith)
clarified about value of education. The verse of
Qur’an says: ‘’…Allah will exalt, in degree, those
 Narrated
Anas:
Whenever
the
of you who believe and those who are endowed
Prophet spoke a sentence (said a
with knowledge…’’ (Muzadalah, 11, Qur’an).
thing), he used to repeat it thrice so
 In this verse also, Allah has clearly told that he
will praise those who have acquired knowledge.
And, this is for both male and female. Even Allah
has taught his apostle according to Qur’an. He
has taught himself to the first human being and
that the people could understand it
properly from him and whenever he
asked
permission
knocked
the
greeting.
(Volume
to
door)
enter,
thrice
1,
Book
(he
with
3,
Number 95)
his apostle Adam. He has taught him various
names as Qur’an says, ‘’And he(Allah) taught
 What we can say here is that Islam
Adam the names, all of them; then He set them
has even taught the way of teaching.
before the angles, and said : declare to me the
names of those, if you are truthful.’’ (Baqrah : 1,
 ‘’Narrated
Ibn
Abu
Mulaika:
Whenever 'Aisha (the wife of the
Qur’an)
Prophet) heard anything which she
8
 Likewise, Allah has told his last apostle i.e.
Muhammad to read. The verse about Allah’s
commandment to study says, ‘‘Recite thou in the
name of the Lord who has created everything.’’
(Alaq : 1, Qur’an)
did not understand, she used to ask
again
till
she
understood
it
completely….’’(Volume 1, Book 3,
Number 103)
 Narrated Usman Bin Affan: The
 He further says emphasizing on acquiring
knowledge: ‘‘…say, O my Lord! Advance me in
Prophet said, ‘‘they are best among
you who learn Qur’an and make
others learn.’’ (Tirmizi)
knowledge.’’ (Taha : 114)
In the verse, he has told his apostle to ask for
 Narrated
Ibn
'Abbas:
Once
the
advancing knowledge. It clarifies how important the
Prophet embraced me and said, ‘‘O
education is for the Muslim.
Allah! Bestow on him the knowledge
of the Book (Qur'an).’’ (Volume 1,
Book 3, Number 75 )
Source; the holy Qur’an and Muntakhab Ahadis
Some of misunderstandings about Islam are its attitude of the local leaders toward women.
But the Quran clearly states, ‘‘whoever works righteousness, man or woman, and has faith,
verily to him will we give a new life, and life that is good and pure, and we will bestow on
such their reward according to the best of their actions’’ (Quran, p. 663).
The analysis of the table above shows that none of these verses have forbidden
acquiring knowledge in Islam. Anyone can acquire it according to the necessity of its
believers. This has been reiterated by Clerics (The Holy Qur'an), who said Muslim
girls could be doctor, and engineer if there were girls' schools, colleges and
universities7. But policy makers have not thought of that so far.
The study has used social inclusion/exclusion as theoretical perspective. Social inclusion
refers to effective participation, both socially and economically by an individual in all aspects
of society. It relates to the capacity of an individual to consume (purchase goods and
services), produce (participate in socially or economically valued activities), politically
engage and socially interact (Saunders: 2003) At its optimum, social inclusion is about
7
Maulana Md. Mohsin on 20th July, 2010.
9
having access to opportunities, options and choices in life and having the personal capacity,
self confidence and individual resilience to make the most of them8. Individuals experience
‘social exclusion’ through the process of being alienated from the social, economic, political
and cultural systems that contribute to a person being part of their community (Newman,
2007:11). Social exclusion can also be used to describe the circumstance of geographical
areas that experience multiple forms of disadvantage (Silwell, 2004:84).
Social exclusion can be described as the process of being shut out from the social, economic,
and cultural systems that contribute to the inclusion of a person into the community
(Australian Council of Social Services National Congress: 2002). It refers to the interplay of
actions and reactions, both institutional and individual, which promote an outcome of social
exclusion for that person. For example, the causes of a person’s individual challenges may be
varied. Issues may be caused by life events and be also caused or compounded by an
unsupportive home life or community. This exclusion can, in turn, be exacerbated by an
individual feeling unable to access institutions and lead to disengagement from education,
and potentially unemployment. The dysfunctional consequences of economic and social
policies can also create structural disadvantage. Multiple factors can coalesce to create a
condition of social exclusion because the responses of various actors – whether they be
individuals, parents, schools, the justice system, communities, government departments or the
media– are either unable to support, or actively impede, social inclusion.
Because of these misconceptions Muslims are excluded even in education institution. There
is representation of Muslim students, teachers in school. So, they should be encouraged to
participate in such institution from where one can be a good citizen by acquiring knowledge.
In order to provide them equal opportunities in every sector of the nation, they should be
educated at first.
Relevance of Study
The study will grant an overview of status of Muslim women in education in Parsa district. It
will present reasons behind low literacy rate among Muslim women and measures that need
to be taken in order to address the problem. Such information might serve as background
materials for resolving problems for the policy makers in the country. Even being the third
largest religious group in the country, no one has conducted research on status of Muslim
8
It has been mentioned on 'Reaching Out: Progress on Social Inclusion 2007' detail.
10
women in education. This is why I felt that this study will be helpful to stakeholders to know
about the status of Muslim women in education.
Education is backbone for the development of any country. Only literate citizens can
contribute their country when the country seeks for their contribution in any sector. And for
this, the government must provide equal opportunity to every citizen in education. This
realization demands that country like Nepal must bring such education policy, which can lure
all to be educated. The reason is that there is a huge gap between male and female literacy
rate in Nepal. Male literacy rate is 81.0% whereas female literacy rate is only 54.5% in
Nepal9. The Muslim female literacy rate is 26.5% whereas all Dalits Female literacy rate is
34.8%10. That's why it is very necessary to narrow down the huge gap between Muslim
women and the others for equity in the society. It is where I thought that this study is worth
undertaking to assess the status of Muslim girls' and women's education.
Number of reasons restricts Muslim girls and women's access to education. For instance,
there are rarely Muslim female teachers in schools either in public or in private. There is a
lack of participation of Muslim women in the school management committee.
With the aforesaid reasons I have some assumptions as well. The first assumption is that if
the Muslim girls and women participate in management committee they could raise voices of
their society. Secondly, they also could play vital role in creating friendly environment in
school for Muslim girls who hesitate to go to school and feel uncomfortable to other groups'
children. Thirdly, if there would be Muslim female teachers in school, Muslims girls would
also feel their representation and that will change their attitude towards education. It would
also encourage them to join school.
At the religious level, Muslim girls and women are devoid of the modern educational
opportunity despite the Holy Qura’an and the Hadith command them to study. But in
practice, common Muslims including Maulana believe that: 'Girls should be limited in
household works, so, it is not necessary for them to attain higher education'.
On the above background, this study is relevant to support the intent of ''education for all''
and to do the justice to the command of Allah through Qura’an and Hadith that everybody
must read "Ilm".
9
UNDP, 2009 Nepal Human Development Report 2009, State transformation and Human Development
The same
10
11
Over the years Madrasas have been introducing the mainstream curriculum in its education
system. This has opened room for the Muslim girls and women to be inclusive. But the
problem lies that Muslims are guided by gender based religious traditions. So the girls and
women feel uncomfortable in co-education. It is where the Muslim community has been
demanding girls' school/colleges. At the same time they look for Muslim friendly classroom
and the education policy as well so that they could respect their religious and cultural values
and practices and be benefited from the modern education.
After being declared Nepal as republic, the country is underway to restructure state and its
mechanism. The practices of inclusive democracy to accommodate the rights of the
marginalized, minority, Dalits, indigenous are some of the initiatives. This practice has been
observed in the field of education as well. It is where I thought this study is relevant.
All Muslims no matter they are boys and girls must study Qur’an. This implies that Muslims
are literate in Arabic and Urdu languages but their literacy has not been counted yet. Even the
government and universities have not recognized the formal degree they earn at Madrasa.
Apart from it there is no Muslim university in Nepal. That's why most Muslim girls are
finished with their studies at the secondary level. Boys have the choice to study either at
formal school or Madrasas, while by tradition most of the girls can only go to Madrasas. This
reality demands government effort to solve this problem and make Muslim friendly education
policy.
Statement of Problem:
Dozens of study have been carried out on educational status of Dalits, marginalized groups
and so on. But it is really hard to find out books on educational status of Muslim women in
Nepal. No one has carried out such study so far. So, reference book and materials are scarce.
Various general books, field data and observations have been put together in this study.
The study has sought for answer the major causes of low participation of Muslim girls and
women in education institutions. The study has tried to bring out answer or this question from
the stakeholders. This study has also tried to find out causes of drop out of Muslim girls.
Similarly, the study has sought to answer how the education institution’s environment is
unfriendly to Muslim girls and how the environment will be made friendly to Muslim girls
and women.
12
Objectives of the study
The major objective of the study is to find out status of Muslim girls and women in
education. The status will include:

Number of Muslim girls going to school,

Number of Muslim female teachers and Muslim female’s representation in school
management committee.
Another objective of the study is to find out major causes of low literacy rate of Muslim
female. Similarly, the objective of the study is to examine what steps are needed to make
their education status high. The research will also find out how both education policy and
environment could be made Muslim girls and women friendly.
Limitation of the Study
The study is limited to Bishrampur VDC-7 and Chhapakaiya-2 Birgunj of Parsa district. The
study has been conducted in Shree Bhangi Sah Higher Secondary School, Bishrampur and
Tara Chand Kishan Lal Lower Secondary, Chhapkaiya-2, Birgunj. As every study has its own
limitations, the study is also not an exception. The study is not free from the constraints of
resource time and the like. However it is supposed that this study will be very crucial for
further study on Muslim female education in Nepal. The study is based on traditional
fieldwork and the study would not possibly address all the issues relating to status of Muslim
women in education. Data and information are collected from both Parsa district and
Kathmandu.
13
CHAPTER II
Research Methodology
The research has been designed to find out the major causes of exclusion of Muslim women
in education institutions. The study will use mixed approach, i.e. both qualitative and
quantitative. Local scholars, experts, teachers, parents, students and chief of management
committee are key informants for the study. Both secondary and primary data are generated
from multiple sources during the study. I have taken in-depth interview with head teachers,
Maulanas, teachers, guardians and Muslim girl students.
In order to know about religious views on education, the researcher has mainly consulted the
holy Qur’an and Hadith. These books deal with a complete knowledge about Islamic ways of
life. I have also consulted a religious book entitled ‘Muslim Way of Life’ written by Maulana
Ashraf Ali Thanvi.
There are some studies related to the education of the Muslim community. Hafiz Mohammad
Zaheed Parwez, a researcher with Research Centre for Educational Innovation and
Development (CERID) has conducted some studies related to the education of the Muslim
community. They are Access of Muslim Children to Education (CERID, 2004); Linking
Madrasas with Mainstream Education in Nepal, (CERID, 2006); Institutional Scope and
Needs of Mainstream Education in Madrasas, (CERID, 2007); Formal Education in Madrasas
of Nepal, (CERID, 2008)_. But none of his studies has raised the issue of inclusion of
Muslim girls and women in education. All of his studies are focused on education in Muslim
society.
I have used purposive sampling in this study. In order to get primary data for the final study, I
have taken interview to 33 teacher, 20 Muslim girl students, 18 guardians and 18 school
management committee members. Four imam, two locals and two from Kathmandu have also
been interviewed in the study. In-depth interviews were taken in the study.
I have also gone through observation during the field visit. Attendance of Muslim girls
students were observed at the time.
An exploratory type of questionnaire was prepared and asked to the respondents/ informants
of this study. Different questions were asked to Muslim girl students, guardians, maulana,
member of school management committee and teachers.
14
The informants i.e. mualana, Muslim girl students, teachers, guardians and school
managements were taken both simple and in-depth interview as the research is quantitative in
type. In order to seek information about causes of low attendance of Muslim girls; status of
Muslim girls in education; reasons behind low literacy rate and ways to increase literacy rate,
different questionnaires have been developed for the respective respondents/informants.
Study site
The study was been carried out in Bishrampur VDC and Chhapakiaya-2, Birgunj. There are
1196 students in Shree Bhangi Sah Higher Secondary School, Bishrampur and 745 students
in Tara Chand Kishan Lal Lower Secondary, Chhapkaiya-2, and Birgunj.
Shree Bhangi Sah Higher Secondary School, Bishrampur is located in urban area whereas
Tara Chand Kishan Lal Lower Secondary, Chhapkaiya-2, Birgunj is situated in Birgunj submetropolitan.
The universe of the study is the students and teachers of Tara Chand Kishan Lal Lower
Secondary, Chhapkaiya-2, Birgunj and Shree Bhangi Sah Higher Secondary School,
Bishrampur as well as parents of students from those schools.
There are 1196 students in Shree Bhangi Sah Higher Secondary School, Bishrampur
and
745 students in TaraChand Kishan Lal Lower Secondary, Chhapkaiya-2, Birgunj. I have
interviewed 33 teacher, 20 Muslim girl students, 18 guardians and 18 school management
committee members in this study.
15
CHAPTER - III
Muslim girls in school
In this chapter, results of the field based studies are presented and described in detail. The
chapter discusses about status of Muslim women in education in Parsa district; perception of
local Muslim on education; Muslim religious perspective and education policy of Nepal and
Muslim Women.
The study found that there are only 8 % Muslims girls in the schools among total students
whereas there is 17% Muslim girls among total girls student. Similarly, there is no Muslim
female teacher out of 33 teachers in two schools. There is 60% drop out rate in Muslim girls
as they leave schools in midway because of unfriendly environment, poverty and early age
marriage.
However, my study shows that participation of Muslim members in school management
committee was positive by number. There were 44% Muslim representative in school
management committee. According to 90% Muslim girls student they left school in midway
because they found unfriendly school environment as there was no separate classroom for
them. They could not attend classes in Islamic costumes. 10% Muslim girls acknowledged
that some of their friends do not go to school because of poverty as well as their parents do
not see any reward after acquiring knowledge i.e. their parents think that girls should stay at
home doing household works as they cannot get job.
90% of Muslim parents, girls and Maulana also acknowledge that they do not prefer school
education as the curriculum does not accommodate Islamic knowledge, information from
their holy book-Qur’an and Hadith. Centpercent girls, their parents and Maulana stressed that
the government must provide special scholarship to Muslim girls student in order to attract
them towards education.
The informants of the study also asked the government to accommodate knowledge from
Qur’an and Hadith in curriculum and also establish girl students. So that even Muslim girls
could continue their study. They also asked the government to appoint Muslim female
teachers in school and asked for reservation quota for the respective community.
16
Perception of Muslims toward Education
The informants (Muslim guardians) of the study informed that they have knowledge about
Qur’an and Hadith’s ruling on education i.e. it is compulsory to attain knowledge to both
Muslim male and female (Hadith); Are those equal, those who know and those who do
not know?’’(Zumar, 9, Qur’an). However, they do not prefer school education as they
find them Non-Islamic. The school curriculum does not include knowledge from
Qur’an and Hadisth. Whereas 10% of Muslim think that Muslim girls cannot get job
even acquiring education. So, they should stay at home. Though Islam has encouraged
every Muslim to acquire knowledge it is not followed by all Muslims. It is bad thinking that
that girls should not acquire knowledge stating they will not get job according to Imam of
Nepali Jame Masjid in Kathmandu, Md. Sanaullah Nadvi11
Muslim religious perspective: the words of the Imams/Maulanas
There is missconcept that Islam does not allow girls to acquire knowledge. Islam has not
forbidden acquiring knowledge to its followers either they are males or females. Islam has,
from its inception, placed a high premium on education and has enjoyed a long and rich
intellectual tradition. Knowledge ('ilm) occupies a significant position within Islam, as
evidenced by the more than 800 references to it in Islam's most revered book, the holy
Qur’an. The importance of education is repeatedly emphasized in the Qur’an with frequent
injunctions, such as "God will exalt those of you who believe and those who have knowledge
to high degrees"(58:11), "O my Lord! Increase me in knowledge" (20:114) and "As God has
taught him, so let him write" (2:282). Such verses provide a forceful stimulus for the Islamic
community to strive for education and learning.
The holy books in Islam, both Qur’an and Hadith have emphasized on knowledge at many
places. For these holy texts ill-literate people are not equal to those of literate in sight of
Allah. This means both Qur’an and Hadith have emphasized the importance of education.
Educational policy of Nepal and Muslim women on the ground
The education system in Nepal has been largely centralized and controlled by a central
department in Kathmandu (Daftori, 2004). A highly centralized and inefficient bureaucracy
11
Interview with Md. Sanaullah Nadvi on 11th Feb, 2011
17
impedes the educational development in the country (Daftori, 2004). There is no such
specific education policy regarding Muslim education. Government has not yet made any
rules, regulations targeting education for Muslim minority in policy. It means Nepali
education policy does not deal with Muslim education. This situation was reflected in the
field as well. The table below gives the examplar saying of the people with their name. The
reason is that they gave me the consent to write their name as well.
18
TABLE-2
REASONS FOR NOT ATTENDING IN THE MAINSTREAM SCHOOL
In Maulana's saying
in parents' saying
In Muslim girls' saying
in
Muslim
SMC In non-Muslim teachers' saying
members' saying
1.Maulana
Md. 1. Hasim Miya: Lack of 1.Moazama Khatun :
Sanaullah
Nadvi: friendly environment and Lack
Because
of
education,
lack
of
1. Ibrahim Devan: 1.Rabi Bhushan Ram :
separate Priority to Islamic Completely
co- they are not allowed to classrooms for girls and education;
of wear
Islamic unfriendly
poverty education;
curriculum and faith to religion.
Non-Islamic
unfriendly
environment, co-education.
Islamic education and environment.
which does not include
environment; lack of
knowledge from Qur’an 2.Samsuhoda Miya education; Non-Islamic costumes.
female teachers
2.
Kitabuddin
Dicriminatory
2.
Rajendra
Ansari: and Hadith.
samani :
attitude
Un-Islamic costumes 3.Ambika Prasad :
2.Maulana Md.Mohsin between boys and girls 2.Sadiya Siddiqi :
Mahato:
Co-
and environment are Poverty, illiteracy among parents
: No-Islamic costumes; among some parents as Co-education and lack of major causes of that.
and lack of Islamic education in
Curriculum does not well
school.
include
from
as
knowledge unfriendly
Qur’an
poverty, Muslim female teachers as
environment we don’t feel comfortable 3. Mansur Ahmed:
and and curriculum.
with others.
Unfriendly
Hadith; because of co- 3. Aftab Alam: Lack of
education
4.Kishori
environment; lack of Prasad :
Islamic environment and 3. Zalekha Khatun: Lack of Islamic education.
Priority to Islamic education as
curriculum, schools not Muslim female teachers,
well as unfriendly invironment.
15
3.Maulna
allowing wearing Islamic Curriculum
Md.Faqruddin :
costumes.
Lack
of
not 4.
Satar
accommodating knowledge Because of Poverty; 5. Uday Praksh Nepali :
from Qur’an and Hadith, Curriculum does not Poverty
separate
classrooms for girls; 4. Satar Ansari: Religious parents’ concept that girls include
unfriendly can’t get job.
Un-Islamic education; belief,
lack of female teachers
from
environment and lack of 4.Zaibun Nesha :
female teachers.
Poverty
4.Maulana Gulbahar :
and
and
Qur’an
and
6.Chandrika Sahani :
unfriendly
Illiteracy among parents; Guardins
5. Zauvad Hussien think that they can’t get job even
5. Zafar Miya Ansari:
Thakurai:
Because after acquiring higher education.
environment
and Co-education and lack of 5.Khushbu Khatun :
of
education;
co- Muslim teachers.
which is not allowed 7.Ramayan Pandit :
education;
lack
female teachers
Because of co-education.
of
co-education
in Islam.
Guardinas think that girls should
6. Samsuddin Miya Teli: 6.Nazmehra Khatun :
Unfriendly environment, Unfriendly
Non-Islamic
knowledge costumes.
Hadith.
environment.
Un-Islamic
Ahmed:
be limited in house hold works.
environment 6.
Sheikh
Lal
school
not
allowing and curriculum.
Mohammed: Poverty 8. Ram Krishna Pandeya: Poverty
Muslim
girls
wearing
and
Islamic costumes.
7.Raushan Tara :
Focusing
on
lack
of and household works; lack of
awareness as well as awareness
Madrasa lack of girls’ school.
and
Non-Islamic
environment.
7. Manssor Ansari: Lack education and because of
of
Muslim
female unfriendly environment in 7.
16
Habib
Miya 9.Ramayan Prasad Yadav :
teachers,
unfriendly schools.
environment
Hajam:
and
Muslims
curriculum not including 8.Afsana :
Islamic
knowledge from Qur’an Lack of Islamic knowledge also
and Hadith.
Because Lack of awareness among parents.
in curriculum.
prioritize
education; 10.Bhulan Prasad Yadav :
because
of Unfriendly
unfriendly
environment
and
curriculum.
environment.
8. Abdul Khair Miya: 9.Sobina Khatun :
Unfriendly environment Schools
and
curriculum
including
not
11.
not Muslim girls wearing their Lack
school.
10.Salma Khatun :
Poverty
and
lack
of
Parents’
Faraz
Curriculun
female to Muslim community.
12.Rupesh Prasad Yadav :
Co-education.
13.4.Rajan Kumar joshi :
about
10.
of
Samani: Because of co-education.
separate classrooms for 11.Raushan Jahan :
girls.
Kumhal:
teachers and girls’
Islamic own costumes.
Ziyaulhaq
Prasad
allowing 8. Momila Khatun: Poverty and Unfriendly curriculum
knowledge, co-education.
9.
Sunder
misconception
girls’
education,
Schools not entertaining Islamic
costumes and lack of Muslim
friendly curriculum.
Ansari: think that they can’t get
not job.
14.Gyanu Devi Aryal :
accommodating
Unfriendly environment, lack of
17
knowledge from Qur’an 12.Ushba Khatun :
and Hadith, schools not Unfriendly
separate classroom for girls.
environment,
allowing them to wear poverty.
15..Usha Gyawali :
Islamic
Co-education
costumes
and
unfriendly environment.
13.Guncha Rabbani :
and
unfriendly
curriculum.
Lack of Islamic education
11. Md.Naseem Haider:
Curriculun
in
schools
and
female
not teachers.
16.Sangita Karki :
Lack
of
accommodating
guardins
knowledge from Qur’an 14.Nasiba Khatun :
environment.
awareness
and
among
unfriendly
and Hadith, schools not Because of co-education
allowing them to wear and curriculum does not
17.Sunita Nepal :
Islamic
Because of co-education and Non-
costumes
and include knowledge from
unfriendly environment.
12.
Qur’an and Hadith.
Md.Sahabuddin:
because of co-education.
18.Sushil Kumar Chaurasiya :
15.Rehana :
Because
13.
Islamic costumes.
Yasmin
Ansari: household
Priority to Islamic education and
of
poverty,
works
and
Curriculum not including unfriendly environment.
18
unfriendly curriculum in school.
19.Aklesh Tiwari :
knowledge from Qur’an
Illiteracy among guardians and
and Hadith, school not 16.Noor Kaushar :
poverty.
allowing them wearing Parents’
about
Islamic costumes.
misconception
girls’
education,
think that they can’t get job
14.
Wakil
Miya: even
Unfriendly environment.
acquiring
higher
20.Aklesh Chaurasiya :
Co-education
and
unfriendly
curriculum to them.
education.
21.Ram Bishwas Sah :
15. Ehsan Alam: Lack of 17.Asgari Fatam :
Islamic
environment, Schools
not
Poverty and schools not allowing
allowing
Islamic costumes.
curriculum not including Muslim girls wearing their
knowledge from Qur’an own costumes.
22.Pratima Khadka :
and Hadith, school not
Misconception that girls should
allowing them wearing 18.Rukaiya :
always
Islamic costumes.
works.
Because nothing is taught
limited
in
household
about Qur’an and Hadith in
16.
Bashir
because
unfriendly
and
of
Ansari: schools.
23.Durga Bogati :
poverty,
Lack of Islamic education in
environment 19.Sabana :
curriculum
school.
not Because of co-education
19
accommodating
Islamic and
knowledge.
unfriendly
environment.
24.Laxmi Pokhrel :
Poverty
and
unfriendly
invironment.
17.
Guddu
Ansari: 20.Hazra khatun:
Because of poverty and Because of poverty and
25.Ramdev Ram :
lack
Lack of Islamic environment and
of
environment
Islamic unfriendly environment.
and
co-
education;
education.
belief;
discrimination between boys and
girls
18. Sageer Miya: Poverty
and schools not allowing
Muslim
religious
girls
wearing
Islamic costumes.
20
The analyis of the table above shows that Muslim girls, parents, Maulanas and Muslim
SMC members said that co-education, unfriendly environment, lack of separate
classrooms for girls and unfriendly curriculum which does not include knowledge from
the holy Qur’an and Hadith are the main reasons behind Muslim girls not attending the
mainstream school for education. They further said that they also ignore to join schools
because they can’t wear Islamic costumes while attending classes. All of them claimed
that Muslim girls could easily join mainstream schools if there were girls’ schools or
separate classrooms for girl as well as if school allowed them to wearing Islamic
costumes. They also said that they can’t learn anything about Islamic knowledge in
schools that’s why they don’t prefer school education.
Non-Muslim teachers also agreed with them but they said that there was lack of
awareness in Muslim parents for girls’ education. They said that there is misconception in
Muslim parents that they can’t get job even after acquiring knowledge and girls should be
limited in household works. They suggested them to avoid such conception about girls’
education and to avoid discrimination between boys and girls.
21
Chapter-IV
Status of Muslim women in Education
This study shows that the education rate of Muslim is low. Muslim girls find unfriendly
school environment, as there is no separate classroom for them. They cannot attend
classes in Islamic costumes. A total of 10% Muslim girls acknowledged that some of
their friends do not go to school because of poverty as well as their parents do not see any
reward after acquiring knowledge i.e. their parents think that girls should stay at home
doing household works as they can not get job.
Status of literacy rate of Muslim Women
There is a huge gap between male and female literacy rate in Nepal. The study found that
there are only 8 % Muslims girls in the schools among total students whereas there are
17% Muslim girls in the community. Similarly, there is no Muslim female teacher out of
33 teachers in two schools. There is 60% drop out rate in Muslim girls as they leave
schools in midway because of unfriendly environment, poverty and early age marriage.
Herein below is the educational status of the Muslim girls.
Enrollment rate of Muslim girls from class 1-8
10%
4%
1%
Class 1
35%
13%
Class 2
Class 3
Class 4
Class 5
Class 6
Class 7
14%
10%
13%
22
Class 8
The numbers of enrollment of Muslim girls have down in secondary level as shown in the
tables. There is 35% enrolment in class 1, 10% in class 2, 13% in class 3, 14% in class 4
and 13% enrollment in class 5.
The numbers of enrollment in secondary level have dramatically decreased. There is 10%
enrollment in calss 6, 4% in calss 7 whereas only 1% in class 8. They don’t continue their
study as they grow up and feel uncomfortable in schools. They said that they hesitate to
attend classes as they aer not allowed to wear Islamic costumes.
Enrollment rate of Muslim girls from class 9-12
14%
0%
43%
Class 9
Class 10
Class 11
Class 12
43%
There is over all 60% drop out rate among Muslim girls in the school. A total of 60%
Muslim girls leave schools in midway as they grow up. They leave as they are not
allowed to attend classes in their own costumes i.e. Islamic dresses. There is only
nominal presence of Muslim girls in higher secondary level as shown in above chart.
The dropout rate ups as they don’t prefer co-education.
The girls said that they feel uncomforble with boys as they can’t wear Islamic costumes.
So, they hesitate to continue their study. They also said that they could continue their
study if there were girls’ schools or separate classrooms for them. It can be justified by
the pie chart as there is 43% enrollment attentence in class 9 and 10 whereas there is 14%
enrollment in class 11 and 0% in class 12.
23
Table-3
Reasons for dropout in the mainstream school
In Maulana's in parents’ saying
In Muslim girls’ saying
in Muslim SMC In non-Muslim teachers’ saying
members’saying
saying
1.Maulana
1. Hasim Miya: Schools are 1.Moazama Khatun :
Md.Sanaullah
not allowing them to wear Lack of female teachers and Poverty;
Nadvi
: Islamic
costumes,
Unfriendly
education
and
environment;
environemt.
Co- because of co-education.
of knowledge.
Kitabuddin
Illiteracy
2.Sadiya Siddiqi :
Because
2.
early Because of co-education.
marriage and lack 2.Rajendra Mahato :
unfriendly
and because of
co-education
1. Ibrahim Devan: 1.Rabi Bhushan Ram :
Ansari: marriage
of
parents
and
unfriendly environment.
poverty,
and
among
early 2. Samsuhoda Miya 3.Ambika Prasad :
unfriendly samani: Unfriendly Unfriendly
poverty, traditional thinking environment.
environment;
environment
and
no curriculum.
2.Maulana Md. about girls’ education and
Islamic knowledge 4. Kishori Prasad: Illiteracy among
Mohsin
lack
is taught.
Muslim
girls education.
Early marriage and poverty,
can’t
wear
unfriendly environment, lack 3.Mansur Ahmed :
Islamic
of
Muslim
friendly 3.Zalekha Khatun :
3. Aftab Alam: Unfriendly of female teachers.
costumes; there environment and curriculum,
parents
and
environement.
Because
education
co- 5. Uday Praksh Nepali :
and Poverty and early marriage.
4.Zaibun Nesha :
education
Early marriage, poverty and are not entertained 6.Chandrika Sahani :
24
Muslim
of
is no Islamic lack of girls school.
in
unfriendly
costumes
such schools.
3.
4. Satar Ansari: Unfriendly unfriendly environment.
in schools.
Co-education
environment,
4.Satar Ahmed :
environment.
illiteracy
Maulana among parents, poverty and 5.Khushbu Khatun :
Povery,
Unfriendly environment, lack marriage as well as Co-education
Islam does not
of Muslim female teachers.
co- 5.
Zafar
Miya
Ansari:
girls’
school. education
Povery
and
of
unfriendly marriage
and environemt.
poverty,
and
costumes.
environemt.
8.Ram Krishna Pandeya :
early Thakurai: Illiteracy environment and curriculum.
unfriendly among
environment.
parents,
poverty.
9.Ramayan Prasad Yadav :
Illiteracy among parents, lack of
are also causes Poverty
7.Raushan Tara :
6.Sheikh
Lal friendly environment.
6. Samsuddin Miya Teli: Because of co-education and Mohammed :
4.Maulana
Unfriendly environment, lack lack of Islamic environment.
Un-Islamic
10.Bhulan Prasad Yadav :
of Muslim female teachers.
environment i.e. no
Poverty and unfriendly environment
Gulbahar :
8.Afsana :
Lack of Islamic 7. Manssor Ansari: Lack of Because
education
Non-Islamic
unfriendly
early marriage
of dropout.
and
5. Zauvad Hussien Lack of Muslim girls’ friendly
education. So, Schools not allowing them to 6.Nazmehra Khatun :
there should be wear Islamic costumes, Co- Because
unfriendly
early 7.Ramayan Pandit :
Md. Faqruddin: early marriage.
allow
and
in Islamic
school; poverty education.
environment,
co- marriage
separate classroom as well as curriculum.
of
poverty,
and
environment.
early for girls; poverty.
unfriendly
11.Sunder Prasad Kumhal :
7.Habib
and Un-Islamic
Hajam :
25
Miya Co-educationa and lack of friendly
environment.
costumes.
8. Abdul Khair Miya: They 9.Sobina Khatun :
Unfriendly
can’t wear Islamic costumes, Illiteracy in parents, poverty.
environment;
12.Rupesh Prasad Yadav :
and
poverty.
Priority to Islamic education and
lack
of
Islamic
environment.
10.Salma Khatun :
unfriendly environment in school.
Poverty, traditional thinking 8. Momila Khatun:
9. Ziyaulhaq Samani: Lack of about girls’ education and lack lack
Islamic
education
and of Muslim friendly education.
poverty.
teachers;
10. Faraz Ansari: Unfriendly 11.Raushan Jahan :
environment,
Schools
them
wearing poverty.
curriculum
and
14.Gyanu Devi Aryal :
environment
12.Ushba Khatun :
environment
and
Haider: curriculum.
15.Usha Gyawali :
Illiteracy among parents and early
Schools not allowing them to
marriage.
wear Islamic costumes, Co- 13.Guncha Rabbani :
education
environemt.
and
and
curriculum.
Unfriedly
Md.Naseem
and
unfriendly environment.
Unfriedly
Islamic costumes and lack of
11.
poverty unfriendly
costumes
environment.
not Lack of Islamic education and
female teachers.
Muslim 13.Rajan Kumar joshi :
female and male Non-Islamic
and
allowing
of
unfriendly Priority to Islamic education
and unfriendly environment in
26
16.Sangita Karki :
Because of co-education.
school.
17. Sunita Nepal: Lack of education
on Qur’an and Hadith.
12. Md.Sahabuddin: Schools
not allowing them wearing 14.Nasiba Khatun :
Islamic costumes.
13.
Early marriage, poverty and
Yasmin
Ansari: unfriendly environment.
Curriculum
14.Wakil Miya :
of
Unfriendly
knowledge 15.Rehana :
from Qur’an and Hadith.
Lack
Chaurasiya :
not
accommodating
Muslim
Schools not allowing them to
19.Aklesh Tiwari :
wear Islamic costumes, Co-
Because of co-education.
education
and
female environemt.
wearing unfriendly
of
among
parents
poverty
and
curriculum,
co-
21.Ram Bishwas Sah :
Beacause
curriculum
unfriendly environment.
lack
Muslim female teachers.
and
unfriendly environment.
Muslim costumes, unfriendly education.
and
co-
20.Aklesh Chaurasiya :
16.Noor Kaushar :
15. Ehsan Alam: Schools not Because
and
unfriendly
Illiteracy
them
curriculum
education.
teachers.
allowing
18.Sushil Kumar
of
of
co-education
and
17.Asgari Fatam :
Lack of Islamic education and
16. Bashir Ansari: Because of poverty.
22.Pratima Khadka :
Poverty,
27
early
marriage
and
poverty
and
unfriendly
curriculum, co-education.
17. Guddu Ansari:
marriage,
them
Islamic
costumes
18.Rukaiya :
not Schools not allowing them
wearing wearing Islamic costumes.
and
23.
Durga
Bogati:
Unfriendly
curriculum; school not allowing
Islamic costumes to girls.
and
curriculum
not 19.Sabana :
accommodating
environment
curriculum.
Early Unfriendly environment and
Schools
allowing
unfriendly
24.Laxmi Pokhrel :
knowledge Because of co-education.
from Qur’an and Hadith.
Early
marriage,
unfriendly
environment.
20.Hazra khatun:
18. Sageer Miya: Unfriendly Un-Islamic environment and
25.Ramdev
environment and Schools not curriculum.
environment; early marriage
allowing
them
wearing
Islamic costumes.
28
Ram
:
Unfriendly
The table portrays the fresh views of the local people. In the views of Muslim parents,
girl students, Maulanas, Mulsim SMC members as non-Muslim teachers, it was
acknowledged that unfriendky environment and curriculum, co-education are the major
causes of dropout of Muslim girls in mainstream schools. They also said that they could
easily join mainstream schools if there were separate classrooms or girls’ schools.
Curriculum that does not incorporate contents from the holy Qur’an and Hadith is also a
reason behind their dropout in mainstream schools. They said that Muslim girls hesitate
to attend classes because they can’t wear Islamic costumes. Lack of Muslim female
teachers also makes them feel uncomfortable according to Muslim girl students. Besides,
these some girls and non-Muslim teachers said that early marriage and illiteracy in
parents also play role in dropout of Muslim girls in mainstream schools. A non-Muslim
teacher also said that some of Muslim parents give priority to Islamic education, which is
also a reason behind their dropout in mainstream schools.
Barriers of Muslim Girls’ to attend school
Muslim girl student leave schools, as they are not allowed to attend classes in their own
costumes i.e. Islamic dresses. The barrier of Mulsim girl’ education according to Muslim
girls, parents, Maulanas, Muslim SMC members and non-Muslim teachers are mentioned
below:
29
Table-4
Barriers of Muslim girls’ education
In Maulana's in parents’ saying
In Muslim girls’ saying
In Muslim SMC In non-Muslim teachers’ saying
members’
saying
saying
1.Maulana
1. Hasim Miya: Lack of 1.Moazama Khatun :
Md.Sanaullah
Muslim
Nadvi :
separate classrooms.
Co-education;
2. Kitabuddin Ansari: Lack 2.Sadiya Siddiqi :
Islamic
of separate classrooms for Lack of Islamic environment; curriculum
costumes
of
Ibrahim 1.Rabi Bhushan Ram :
female teachers, Co-education and unfriendly Devan :
curriculum.
are girls and conservative thing curriculum
not entertained.
1.
parents
education.
about
Poverty,
environment;
not
2.Rajendra Mahato :
not Illiteracy among parents, and giving
including including
priority to Madrasa education.
girls’ knowledge from Qur’an and knowledge from 3.Ambika Prasad :
Qur’an
Hadith.
Maulana 3. Aftab Alam: We parents 3.Zalekha Khatun :
Md.
Mohsin: are not negative about their Lack of separate classrooms 2.Samsuhoda
and Unfriendly environment, early marriage.
Hadith.
Un-Islamic
education but there should for girls, misconception of Miya samani :
environment;
be Islamic environment in parents
girls’ school.
3.
environment
unvfiendly
Lack of Islamic environment.
2.
lack of separate schools.
co-education,
towards
Unfriendly education.
and 4.Zaibun Nesha :
Maulana curriculum is barrier to their Poverty
and
Poverty and parents thinking that girls
can’t get job even after acquiring
girls’ Co-education is knowledge.
main barrier.
5. Uday Praksh Nepali :
3.Mansur
Non-Islamic
unfriendly Ahmed :
30
4.Kishori Prasad :
education,
allowing Islamic costumes.
school
not
Md. Faqruddin: education.
Lack of girls’ 4.
school/college;
Satar
Poverty as well 6.Chandrika Sahani :
Ansari: 5.Khushbu Khatun :
as co-education.
early marriage.
Gulbahar: Un- 5.
Zafar
Poverty
Lack
Miya
and
Muslim
and
of Lack of awareness among parents.
awareness
8.Ram Krishna Pandeya :
female among
Unfriendly environment and curriculum.
unfriendly guardians.
unfriendly environment.
5.
7.Raushan Tara :
9.Ramayan Prasad Yadav :
Zauvad Early marriage, povery and Un-Islamic
Hussien
environment.
barrier; 6. Samsuddin Miya Teli: Because of co-education and Thakurai: Early 10.Bhulan Prasad Yadav :
lack of girls’ Co-education,
school.
of
Ansari: teachers
environment is environment.
major
Lack
Islamic environment and 6.Nazmehra Khatun :
Maulana curriculum.
Islamic
Unfriendly environment, early marriage.
Conservative concept about Co-education, lack of separate 4. Satar Ahmed: 7.Ramayan Pandit :
and girls’ education, lack of classrooms for them.
povery
4.
environment.
separate
lack
classrooms
them.
7.
of unfriendly environment.
for 8.Afsana :
Lack
Manssor
Unfriendly
and
marriage
of
unfriendly
Muslim
Sheikh
Unfriendly environment and curriculum.
11. Sunder Prasad Kumhal: Illitercay and
female environment.
Ansari: teachers and Muslim friendly 6.
poverty.
Lal 12.Rupesh Prasad Yadav :
Mohammed: No- Parents’ priority to Islamic education.
environment curriculum.
curriculum,
and
co- 9.Sobina Khatun :
Islamic
education.
Unfriendly environment and costumes;
8.Abdul Khair Miya :
curriculum,
schools
not education.
13.Rajan Kumar joshi :
co- Unfriendly environment and curriculum,
schools not allowing Islamic costumes.
Lack of Muslim female allowing Islamic costumes.
7.Habib
Miya 14.Gyanu Devi Aryal :
teachers
Hajam :
Co-education.
and
unfriendly 10.Salma Khatun :
31
environment.
Poverty,
9.Ziyaulhaq Samani :
unfriendly environment and environment,
Poverty,
early
early
marriage, Unfriendly
marriage, curriculum.
poverty
15. Usha Gyawali: Co-education.
16.Sangita Karki :
and Early marriage, poverty and unfriendly
unfriendly environment and 11.Raushan Jahan :
early marriage.
curriculum.
Co-education and poverty.
8.
10.Faraz Ansari :
12.Ushba Khatun :
Khatun:
environment.
Momila 17.Sunita Nepal :
Co- Because of co-education, unfriendly
Co-education, schools not Because we don’t get chance education; Non- environment and curriculum.
allowing
girl to learn anything about Qur’an Islamic
Muslim
seudents wearing their own and Hadith.
costumes.
18.Sushil Kumar Chaurasiya :
Illiteracy among parents, parents think
costumes.
13.Guncha Rabbani :
that girls can’t get job.
11.Md.Naseem Haider :
Unfriendly
19.Aklesh Tiwari :
environment,
Lack of Islmic education in poverty and early marriage.
Co-education, unfriendly curriculum and
schools.
14.Nasiba Khatun :
early marriage.
12.Md.Sahabuddin :
Curriculum does not include
20.Aklesh Chaurasiya :
Illiteracy
among
and
parents Islamic
perspective
unfriendly education and co-education as
environment.
well
13.Yasmin Ansari :
environment.
Co-education,
of
lack
Islamic environment.
as
unfriendly
Less
priority
unfriendly
to
school
environment
as
education,
well
as
curriculum.
21.Ram Bishwas Sah :
Parents not interested in girls’ education
of 15.Rehana :
They can’t learn about Qur’an
32
thinking that they can’t job
even
14.Wakil Miya :
Poverty,
and Hadith in schools.
acquiring higher education.
unfriendly 16.Noor Kaushar :
22.Pratima Khadka :
environment.
Co-education, lack of Muslim
Co-education, lack of awareness on girls’
15.Ehsan Alam :
female teachers in schools.
education.
Lack of separate classrooms 17.Asgari Fatam :
23.Durga Bogati :
for girls.
Poverty and lack of separate
Lack of girls’ friendly environment and
16.Bashir Ansari :
classrooms for girls.
school not allowing them wearing their
Both
unfriendly 18.Rukaiya :
environment
and Lack
of
own costumes i.e.Islamic.
Muslim
female
24.Laxmi Pokhrel :
curriculum.
teachers.
Poverty, early marriage and co-education
17.Guddu Ansari :
19.Sabana :
as well.
Unfriendly
and
environment Both unfriendly environment
curriculum,
Lack of girls’ friendly environment; no
co- and curriculum.
education.
20.Hazra khatun:
18.Sageer Miya :
Schools not allowing Muslim
girls schools, lack of female teachers
Curriculum not including girls wearing Islamic costumes
Islamic
perspective
25.Ramdev Ram :
of and because of co-education.
education and co-education,
unfriendly environment.
33
The table above gave number of clues related to Muslim girls for not going to the public
school. For instance, Muslim girls, Maulana, parents and Muslim SMC members said
that unfriendly environment, co-education, lack of separate classrooms and female
teachers are the major barriers to girls’ education. They also said that lack of contents
from the holy Qur’an and Hadith in curriculum is also one of barriers to their school
education.
While non-Muslim teachers said that apart from above mentioned barriers attitude of
Muslim parents towards girls’ education is also barrier to the girls. They said that Muslim
parents give more priority to Madrasa education as well as they think that girls can’t get
job even after acquiring higher education. They said that poverty and illiteracy in parents
have also barred them for their education. However, even non-Muslim teachers
acknowledged that unfriendly evrionment and co-education are the major barriers to
girls’ education. Poverty and early marriage are also barriers to girls’ education according
to them. A non-Muslim teacher said that Muslim parents give less priority to school
education.
34
Chapter - V
Causes of Low rate of Literacy of Muslim Women
There are a number of reasons behind low rate of literacy of Muslim Women. The
reasons are described in detail as below:
Religious belief
Among the informants of this study 90% of Muslim girl students said that they do not
find school environments friendly. They have to attend classes along with boys that is
why they leave school in midway as they grow up. They said that they can easily attend
classes if there are girl school and colleges. Indeed, co-education is not allowed in Islam.
Girls and boys are told to stay away from non-maharam, i.e. those who are lawful to
marry with according to Qur’an.
‘‘Forbidden to you are yours mothers and your daughters and your sisters and your
father’s sisters and your mother’s sister, and your brother’s daughters and your sister’s
daughters, and your foster mothers and your fosters sisters and the mothers of your wives
and your step-daughters that are your wards, born of your wives to whom you have gone
in, but you have not gone in to them, no sin shall be on you, and the wives of your own
lions, and also that you should have two sisters together, except what has already passed.
Verily Allah is ever forgiving, merciful (Surah Al-nisa: 23).
According to Imam Md.Sanaullah Nadvi, rests of people above mentioned in the holy
Qur’an are non-Mehram to each others in Islam and they should stay away from each
others. But it is okay to study with maharam. So, the Muslim scholars and guardians
mentioned that even their daughters, sisters can be doctor, engineer, etc by acquiring
knowledge as per as Islamic rules and regulations.
35
Table-5
Reaction of the people about the Muslim faith on girls’ education
In Maulana's in parents’ saying
In
Muslim
saying
saying
girls’ in Muslim SMC In non-Muslim teachers’ saying
members’ saying
1.Maulana
1. Hasim Miya: There 1.Moazama Khatun :
Md.Sanaullah
should be also Islamic They should be taught Priotitizing
Nadvi :
education,
There
is
objection
girls’
daughters to school.
separate in Islamic environment. Islamic education. 2. Rajendra Mahato: Muslim guardians should also
no classroom for them.
2.Sadiya Siddiqi :
on 2. Kitabuddin Ansari: 3.Zalekha Khatun :
2.Samsuhoda
encourage their dauthers to join school.
Miya samani :
3.Ambika Prasad :
Some of parents think There is misconception Girls should be Muslim should not be focused on Islamic education
education
if that it is not necessary to among
parents
that provided Islamic only.
educate girls that are bad girls can’t get job. So, education
the
environment is concept.
Islamic
girls’
1. Ibrahim Devan: 1. Rabi Bhushan Ram: They should also send their
primary education is with
i.e. 3. Aftab Alam: Islamic enough for them.
education.
school. environment is a must 4.Zaibun Nesha :
Islamic invironment is :
allowed
a
must
for
underestimate school education.
about Qur’an and Muslim should not be blaimed for everything.
Qur’an and Hadith is 5.Khushbu Khatun :
2.Maulana Md. essential for them.
education.
girls’ Knowledge (Ilm) 6.Chandrika Sahani :
wear their own Knowledge (Ilm) about education.
costumes.
wordly Parents should change their mentality towards school
3.Mansur Ahmed 5. Uday Praksh Nepali: It is not good to
They should be for that.
to 4.Satar Ansari :
along 4.Kishori Prasad :
Hadith is essential Government should also address their demands.
Knowledge (Ilm) about for them.
36
7.Ramayan Pandit :
Mohsin :
5.Zafar Miya Ansari :
Girls
Qur’an and Hadith is 4.Satar Ahmed :
can They should learn in essential.
acquire
Islamic environment.
education
Their faith is based on their religion. So, they should
Girls should not not be blaimed. Education policy is also responsible
6.Nazmehra Khatun :
be barred from for low literacy rate among Muslim girls.
in 6.Samsuddin Miya Teli : 7.Raushan Tara :
education.
8.Ram Krishna Pandeya :
Islamic
They can’t be a part of Islamic environment is 5.Zauvad Hussien Some of parents think that girls’ education is not
environment.
co-education.
a
3.Maulana Md. 7.Manssor Ansari :
Faqruddin:
must
for
girls’ Thakurai :
education.
There is thinking 9.Ramayan Prasad Yadav :
that they can’t get Muslim
Islamic invironment is a 8.Afsana :
Girls’ school, must for their education.
We
Islamic
environment.
8.Abdul Khair Miya :
need
Islamic job
the must for acquiring
even
knowledge.
education.
9.Ziyaulhaq Samani :
essential.
6.Sheikh
Maulana Girls should not attend 10.Salma Khatun :
parents
classes along with boys.
of 10.Faraz Ansari :
their
We could study easily Girls
must
Girls
can
12.Rupesh Prasad Yadav :
in They
should
change
their
Islamic
education that should be avoided.
environment.
13.Rajan Kumar Joshi :
acquire 7.Habib
37
school should change their mentality.
be
if there were girls’ educated
that girl should classroom for them to 11.Raushan Jahan :
11. Sunder Prasad Kumhal: Some of parents who
Lal think it is not necessary for their daughter to join
Mohammed :
think There must be separate school.
be limited in study.
encourage
higher Knowledge (Ilm) about why to acquire dauthers school.
Qur’an and Hadith is higher education.
Some
also
So, Some of Muslim parents hesitate to send their
education.
Gulbahar:
should
10.Bhulan Prasad Yadav :
their
4.
parents
after daughters to join school along with Madrasa.
acquiring
are They can’t get job even 9.Sobina Khatun :
costumes
necessary. That is bad thinking.
mentality
towards
Miya Muslim parents should not be blaimed, as they want
household
works
11.Md.Naseem Haider :
education in
Islamic Hajam :
even We never object but environment.
Secondary
after acquiring there should be Islamic 12.Ushba Khatun :
knowledge.
Islamic
environment
for
their
daughtgers
for
level education.
education
is 14. Gyanu Devi Aryal: Government should change
environment for their Co-education is against enough for girls their mentality by setting up girls’ school.
study.
sprit of Islam.
as they should be 15.Usha Gyawali :
12.Md.Sahabuddin :
13.Guncha Rabbani :
limited
Knowledge (Ilm) about Separate
in Parents should also sent their girls school.
classrooms household works. 16.Sangita Karki :
Qur’an and Hadith is are essential for girls.
Such
essential for them.
14.Nasiba Khatun :
among parents is education is enough for their daughters.
13.Yasmin Ansari :
They
can
learn
thnking Muslim parents should not think that Islamic
in not good.
17.Sunita Nepal :
They should learn Islam Islamic environment.
8.
along
Khatun: There is up girls’ school.
with
worldy 15.Rehana :
Momila Government should change their mentality by setting
education.
Environment
14.Wakil Miya :
education should be as among guardins.
Madrasa
education
for lack of awareness 18.Sushil Kumar Chaurasiya :
is per as Islamic norms.
Their faith is based on their religion. So, they should
not be blaimed. Education policy is also responsible
not enough for them but 16.Noor Kaushar :
for low literacy rate among Muslim girls.
there should be friendly Co-education is main
19.Aklesh Tiwari :
invironment in schools.
barrier
15.Ehsan Alam :
education.
for
girls’
Government is also responsible for their hesitation
for school education to their daughters.
Knowledge (Ilm) about 17.Asgari Fatam :
20.Aklesh Chaurasiya :
38
Qur’an and Hadith is Knowledge (Ilm) about
It is not good for them to avoid school education.
essential for them.
Qur’an and Hadith is
They should not underestimate such education.
16.Bashir Ansari :
essential for Muslim
21.Ram Bishwas Sah :
Islamic
education
is girls.
Some of parents underestimate school education.
must before any type of 18.Rukaiya :
That is negative attitude.
education.
Some parents are not
22.Pratima Khadka :
17.Guddu Ansari :
positive towards girls’
Muslim should not be focused on Islamic education
Ther must be Islamic education.
only.
way of education for 19.Sabana :
23.Durga Bogati :
girls.
There
should
be
18.Sageer Miya :
separate classrooms for
Government should change their mentality by setting
up girls’ school.
They should get chance our education.
24.Laxmi Pokhrel :
to learn about Islam as 20.Hazra khatun:
Muslim parents should not be blaimed as they want
well
Islamic
as
education.
worldly Co-education is against
sprit of Islam.
environment
for
their
daughtgers
for
education.
25.Ramdev Ram :
I don’t think religion has forbidden girls to acquire
knowledge. If someone thinks so it’s his attitude
problem.
39
Muslim girls, parents, Maulanas and Muslim SMC member said that Muslim girls can
acquire knowledge in an Islamic environment. They also said that Islamic environment is
a must for their education. They said that they must get chance to learn about Qur’an and
Hadith. They said that they can attend classes if there are girls’ schools or separate
classrooms for girls. Muslim girls, parents, Maulanas and Muslim SMC member said that
co-education is against sprit of Islam. So, they need girls’ schools or separate classrooms
for them. However, non-Muslim teachers gave mixed responses about Muslim faith on
girls’ education. They said that Muslim parents should not underestimate school
education and should not think that girls can’t get job even after acquiring knowledge.
But, they also said that Muslim parents should not be blaimed for all as there must be
Muslim girls’ friendly environment and curriculum in schools. They suggested Muslim
parents to change their mentality towards girls’ education and send them schools, too.
Costumes
Above said percent of Muslim girl students hesitate to continue their study, as they can’t
attend classes in their own costumes, i.e. Islamic dresses. They can’t wear Islamic scarf
and other items while attending classes. In such condition most of Muslim girl students
and guardians do not wish to breach Islamic norms and values in order to study according
to Maulana Md. Mohsin. Muslim girls must hide themselves from opposite sex, which is
impossible in the case of co-education.
40
Table-6
Peoples’ perception about the dress codes for Muslim girls
In
Maulana's in parents’ saying
In Muslim girls’ saying
in Muslim SMC In non-Muslim teachers’ saying
members’ saying
saying
1.Maulana
1. Hasim Miya: It is a part 1.Moazama Khatun :
Md.Sanaullah
of our religion. So, they Islamic
Nadvi :
must be allowed to wear obligatory on Muslim girls wear
It is a must for Islamic costumes.
Muslim
1. Ibrahim Devan: 1. Rabi Bhushan Ram: It is not bad to live
costumes
are Muslim girls must the way their religion has allowed them.
and women.
girls 2. Kitabuddin Ansari: It is 2.Sadiya Siddiqi :
and women to obligatory to the followers Muslim
follow
the of Islam.
dress code.
girls
must
costumes.
It’s their right to wear whatever they wish.
2.Samsuhoda
3.Ambika Prasad :
wear Miya samani :
Islamic costumes.
3. Aftab Alam: Schools 3.Zalekha Khatun :
are obligatory to own costumes.
Maulana must allow them to wear It is a part of our faith in them.
Md.
Mohsin: Islamic costumes.
and
must
girls 4.Satar Ansari :
women It
is
obligatory to
be followers of Islam.
dressed up as 5.Zafar Miya Ansari :
4. Kishori Prasad: School must allow
religion.
3.Mansur Ahmed them to wear their costumes.
4.Zaibun Nesha :
:
the It is a part of our religion.
5. Uday Praksh Nepali: No need to
Such
costumes discourage
5.Khushbu Khatun :
should
be
It is a part of our religion.
entertained
per as Islamic It is a part of our religion. 6.Nazmehra Khatun :
rules
It is not something that is harmful to
Islamic costumes anyone. They should allow wearing their
2.
Muslim
Islamic 2.Rajendra Mahato :
school.
them
wear
Islamic
also cosrumes.
in 6.Chandrika Sahani :
Schools should consider about dress code
and So, they must be allowed to It’s our right to wear dresses 4. Satar Ahmed: of Muslim girls.
41
to
regulation.
3.
wear Islamic costumes.
Maulana 6.Samsuddin Miya Teli :
is
obligatory to
according to religion.
It is a must for 7.Ramayan Pandit :
7.Raushan Tara :
followers
of Allowing them to wear their own costume
Md.
It
the We must be allowed to wear Islam.
Faqruddin:
followers of Islam.
those costumes.
5.Zauvad Hussien 8.Ram Krishna Pandeya :
Islamic
7.Manssor Ansari :
8.Afsana :
Thakurai :
costumes
are It’s their right to wear Schools
obligatory
on dresses
Muslim
according
girls religion.
should
consider Those
in school.
9.Sobina Khatun :
6.Sheikh
4.Maulana
They
Gulbahar :
discouraged to wear their dresses according to religion.
Muslim
and
girls own costumes.
women 9.Ziyaulhaq Samani :
must
be It’s
their
right
to
wear
It’s a part of our religion.
according
allowed in school.
Islam is religion of modesty. 7.Habib
costumes.
10.Faraz Ansari :
Muslim
according
to
must
wear
to costumes.
we should let them enjoy their life as they
dresses
11. Sunder Prasad Kumhal:
Miya Schools must consider in this regard.
be Hajam :
12. Rupesh Prasad Yadav: It is not
Islamic They should not harmful to anyone.
be discouraged to
religion.
12.Ushba Khatun :
11.Md.Naseem Haider :
Those costumes must be costumes.
42
10.Bhulan Prasad Yadav :
to It is not harmful to anyone.
religion.
Islamic
It’s their right to wear allowed
Lal Muslims have their own way of life. So,
It’s their right to wish.
10.Salma Khatun :
girls
9.Ramayan Prasad Yadav :
wear Mohammed :
wear Those costumes must be 11.Raushan Jahan :
dresses
costumes girls for joining school, they must be
girls.
8.Abdul Khair Miya :
not
If non-Muslim dress is barrier to Muslim
to about dress code of Muslim must be allowed allowed to wear what they want.
and women.
should
is not bad. School must encourage them.
13. Rajan Kumar joshi: If they follow
wear their own religious way while wearing costumes
then we should allow them.
Schools
about
must
consider allowed in school.
allowing
8.
such 13.Guncha Rabbani :
dresses.
It
12.Md.Sahabuddin :
is
obligatory
Momila 14. Gyanu Devi Aryal: It is not harmful to
Khatun: It must anyone.
to
the be
accepted
in 15. Usha Gyawali: They should be
followers of Islam.
organizational
allowed to wear their costumes.
14.Nasiba Khatun :
institution as it is 16.Sangita Karki :
It is something that is It’s individual right to decide a part of religion.
Schools should be positive in this regard.
related to faith.
what to wear and what not to
17.Sunita Nepal :
13.Yasmin Ansari :
wear.
Let them wear what they want.
It’s their right to wear 15.Rehana :
18.Sushil Kumar Chaurasiya :
dresses
What is bad in that if they wish to wear
according
to Schools must allow them
religion.
wearing Islamic costumes.
their own costumes?
14.Wakil Miya :
16.Noor Kaushar :
19.Aklesh Tiwari :
It is a part of faith.
It is part of religious faith of
Schools should not be barrier to them.
15.Ehsan Alam :
Muslims.
20. Aklesh Chaurasiya: Parents should
Nothing
wrong
with 17.Asgari Fatam :
also not be rigid in this regard.
following one’s religion in It is matter of religion.
21. Ram Bishwas Sah: They should be
every aspect of life.
18.Rukaiya :
allowed to wear their costumes.
16.Bashir Ansari :
Schools must allow them to
22.Pratima Khadka :
It’s their right to wear wear Islamic costumes.
If non-Muslim dress barrier to Muslim
dresses
girls for joining school, they must be
according
to
43
religion.
19.Sabana :
17.Guddu Ansari :
It
is
allowed to wear what they want.
obligatory
to
the
23.Durga Bogati :
Everyone should take it followers of Islam.
Schools should be positive in this regard.
easy.
20.Hazra khatun:
24.Laxmi Pokhrel :
18.Sageer Miya :
It’s our right to wear dresses
It is not harmful to anyone.
It is part of religious faith of according to religion.
25.Ramdev Ram :
Muslims.
It’s their right to wear whatever they wish.
44
All of the respondents said that it is their right to wear costumes according to their
cultural and religious norms and values. Even non-Muslim teachers stressed that schools
must allow them wearing Islamic costumes. Muslim girls, parents, Maulanas and Muslim
SMC members said that Islamic costumes are part of their faith in religion. They said that
they will feel comfortable in Islamic costumes which are not harmful to anyone. NonMuslim teachers said that if non-Islamic costumes are barrier to join schools, they must
be allowed to wear their costumes and schools should encourage wearing them. None of
the respondents expressed their disagreement with Islamic costumes.
Poverty
Altogether 10% of the Muslim girls acknowledged that their friends do not go to schools
because of poverty. Their parents cannot bear the expense of children's study. They have
to look after their younger siblings and have to support at home as their parents go for
work. They have to cook and manage some daily stuff at home. That’s why they can’t go
to schools. It is also so because their parents think that even after acquiring knowledge
they should stay at home because they cannot get any job according to a parent Hasim
Miya.
45
Table-8
Peoples’ perspective on Muslim’s poverty
In Maulana's in parents’ saying
In Muslim girls’ saying
in Muslim SMC In non-Muslim teachers’ saying
saying
members’ saying
1.
1. Ibrahim Devan: 1.Rabi Bhushan Ram : Illiteracy
Maulana 1. Hasim Miya: Lack of 1.Moazama Khatun :
Md.Sanaullah
Nadvi:
of
opportunities as well as Lack of higher education in No equal chance for 2.Rajendra Mahato :
Lack higher education.
higher 2.
Kitabuddin
Muslims.
job; Illiteracy.
Ansari: 2.Sadiya Siddiqi :
2.Samsuhoda Miya 3.
education and Lack of opportunities as Because of exclusion.
samani :
proper
those of rulling classes.
Lack
opportunity.
3. Aftab Alam: lack of Lack
2.
3.Zalekha Khatun :
of
literacy
Maulana higher education and and opportunities.
Md. Mohsin: exclusion.
Lack of opportunity and higher education.
4.Zaibun Nesha :
Ambika
Prasad:
Lack
of
higher
education.
of
higher 4.Kishori Prasad :
and education
and Illiteracy and lack of opportunities.
opportunities.
5.
Uday
Praksh
Nepali:
because
of
3.Mansur Ahmed :
exclusion in job sector by the government.
Illiteracy and 4. Satar Ansari: illiteracy Lack of opportunities.
Lack of access to 6. Chandrika Sahani: lack of opportunities.
less
and fewer opportunities.
5.Khushbu Khatun :
opportunities.
opportunity
5.Zafar Miya Ansari :
Because most of Muslim do 4.
7.Ramayan Pandit : Illiteracy
Satar
Ahmed: 8.Ram Krishna Pandeya :
are the causes Lack of higher education not get higher education.
Illiteracy.
Lack of higher education.
of
5. Zauvad Hussien 9.Ramayan Prasad Yadav :
their as well as because of 6.Nazmehra Khatun :
poverty.
exclusion.
Lack of higher education and Thakurai: Because Limited in Islamic education only.
3.Maulana
6.Samsuddin Miya Teli :
opportunities.
of exclusion.
46
10. Bhulan Prasad Yadav: Illiteracy and
Md.
It is outcome of social 7.Raushan Tara :
Faqruddin:
exclusion.
Lack
Illiteracy
of 7.Manssor Ansari :
and
lack of opportunities.
lack
of 6.Sheikh
opportunities.
Lal 11. Sunder Prasad Kumhal: Lack of
Mohammed :
modern
Lack of higher education 8.Afsana :
education
in the community of No promotional program for opportunities
along
with Muslim.
Islamic
8.Abdul Khair Miya :
their empowerment.
others.
9.Sobina Khatun :
7.Habib
education and Lack of opportunities as Because
exclusion.
4.
those of rulling classes.
Maulana 9.Ziyaulhaq Samani :
Gulbahar:
lack
No
program
Lack
of
exclusion
of
of Hajam :
to them.
10.Salma Khatun :
education.
illiteracy
as education among them.
Miya Agriculture-based earning is not sufficient
Lack
of
equal 12. Rupesh Prasad Yadav: Lack of higher
13.Rajan Kumar joshi :
Muslim society.
for Because
government support for their empowerment.
of
higher 14. Gyanu Devi Aryal: Lack of government
program for their empowerment.
and 8.Momila Khatun :
of empowerment of Muslim discriminatory attitude of the Even
15.Usha Gyawali :
educated No
reservation
quotas
opportunity to peoples.
state.
hardly get job as government job.
Muslims.
10.Faraz Ansari :
11.Raushan Jahan :
Muslims
Discriminatory
Lack
government policy.
government job.
17.Sunita Nepal :
11.Md.Naseem Haider :
12.Ushba Khatun :
Lack of higher education.
of
opportunities
in marginalized.
are 16. Sangita Karki:
for
them
in
Illiteracy and lack of
skill.
Lack of opportunities as Because they are not in main
18.Sushil Kumar Chaurasiya :
those of rulling classes.
stream politics.
Lack of modern education along with
12.Md.Sahabuddin :
13.Guncha Rabbani :
religious one.
47
Lack of higher education Government policy is also
19. Aklesh Tiwari: Lack of opportunities.
in Muslims.
responsible for that.
20.Aklesh Chaurasiya :
13.Yasmin Ansari :
14.Nasiba Khatun :
Lack of higher education.
Lack of skills.
Because Muslims hardly get
21.Ram Bishwas Sah :
14.Wakil Miya :
any job in government offices.
Lack of government policy for their
Getting
fewer 15.Rehana :
opportunities
comparison
in Illiteracy
to
empowerment.
and
lack
of
rulling opportunities.
22.Pratima Khadka :
Lack of equacal opportunities as those of
class.
16.Noor Kaushar :
rulling classes.
15.Ehsan Alam :
Lack of equal opportunities.
23.
Illiteracy and lack of 17.Asgari Fatam :
opportunities.
Illiteracy
and
16.Bashir Ansari :
opportunities.
Durga
Bogati:
lack
of
skill.
17.Guddu Ansari :
No
Lack of higher education.
state’s 19.Sabana :
reservation
government job.
discriminatory behavior.
Lack of access to resources.
18.Sageer Miya :
20.Hazra khatun:
Lack of opportunities as Lack of opportunities as well
those of rulling classes.
modern
24. Laxmi Pokhrel: Illiteracy and lack of
25.Ramdev Ram :
of
of
education along with religious one.
Lack of higher education. 18.Rukaiya :
Because
Lack
as exclusion.
48
quotas
for
them
in
The informants above said that Muslim community itself is also a cause of their poverty.
They said that there is povery because of lack of higher education. But, Muslim parents
and Muslim SMC members also said that lack of equal opportunities as those of rulling
classes is cause of poverty in Muslim community. They said that there is lack of
empowerment programs and reservation quatos in public service sectors for them. While
some non-Muslim said that illiteracy and lack of skill are also reasons behind poverty in
Muslim community. They suggested Muslim community to acquire modern education
along with Islamic education.
Lack of Muslim teachers
There are hardly female teachers (Muslim female teachers also) in schools. According to
the participants (Muslim girl students) of the study, they feel uncomfortable with male
teachers in school. 80% of Muslim girls student hesitate to ask questions while attending
classes. They said that they can find themselves comfortable with female teachers, better
if they are Muslim female teachers. They felt the absence of belongingness while there
are even rarely Muslim male teachers in school.
49
Table-9
Peoples’ saying about the difference between the presence of Muslim and non-Muslim teachers in school for girls’ education
In Maulana's in parents’ saying
In Muslim girls’ saying
in Muslim SMC In non-Muslim teachers’ saying
saying
members’ saying
1.
1. Ibrahim Devan: 1. Rabi Bhushan Ram: As a teacher we don’t
Maulana 1. Hasim Miya: Muslim 1.Moazama Khatun :
Md.Sanaullah
teachers can also give They also teach us about They
Nadvi: Muslim them
teachers
some
Islamic Islam.
can education.
feel treat them differently but its human nature to
comfortable
2.Sadiya Siddiqi :
with feel closeness to one who belong to his/her
Muslim teachers.
own community.
play vital role 2. Kitabuddin Ansari: I find Muslim teachers
create Non-Muslim can’t deal very supportive.
to
Islamic
with
them
the
education.
Muslim teachers can.
2. Rajendra Mahato: It is hard to deal with
2.Samsuhoda Miya them in Islamic way as being non-Muslim.
way 3.Zalekha Khatun :
samani :
We feel different with Muslim
3. Aftab Alam: Muslim Muslim and non-Muslim also
2.
Maulana teachers can encourage teachers.
Md.
Mohsin: them more than non- 4.Zaibun Nesha :
3. Ambika Prasad: It may be their attitude
teachers problem to feel different with non-Muslims.
teach
them 4. Kishori Prasad: It is natural to feel
about Islam.
different with people from different religious
and cultural background.
They can raise Muslims.
I don’t feel hesitation to 3.Mansur Ahmed :
voices in favor 4.Satar Ansari :
ask any questions with Sense
of
Muslim They feel comfortable Muslim teachers.
girls’ friendly with Muslim teachers.
of differently
belongingness
5.Khushbu Khatun :
works
50
5. Uday Praksh Nepali: We don’t treat them
so
that
they
could
feel
underestimated.
among 6. Chandrika Sahani: It’s really hard to say
environment.
5.Zafar Miya Ansari :
They often teach us about them.
why they feel so. It might be human nature.
They can easily ask what Islamic knowledge.
4. Satar Ahmed: 7. Ramayan Pandit: It is natural to feel
3.Maulana
they don’t understand.
6.Nazmehra Khatun :
They don’t hesitate different with people from different religious
Md.
6.Samsuddin Miya Teli :
Belonging to our own to ask questions to and cultural background.
Faqruddin:
They can’t hesitate to community
They
might ask questions to Muslim teachers
Muslim Muslim teachers.
can
easily
8. Ram Krishna Pandeya: Teachers should
try their best to make them feel as with
think of their teachers.
understand our problems.
5.Zauvad Hussien Muslim teachers.
commuty.
7.Raushan Tara :
Thakurai :
7.Manssor Ansari :
They feel comfortable They treat with us in They
4.
Maulana with those teachers who Islamic way.
Gulbahar:
There
belong
to
their
could community.
belongingness
among
students.
Muslim
teachers
in classes.
to
their belonging to one’s own cultural background.
own community.
can 9.Sobina Khatun :
way which is not found know about Islam from Mohammed :
Non-Muslim them.
Proximity
teachers.
10.Salma Khatun :
9.Ziyaulhaq Samani :
Non-Muslim
11. Sunder Prasad Kumhal: It is natural that
the way of dealing of non-Muslim teachers
girl treat them in Islamic We also get chance to 6.Sheikh
among
with 10. Bhulan Prasad Yadav: It might be human
those teachers who nature to feel different with people not
They never discourage us belong
have sense of 8.Abdul Khair Miya :
feel But we never underestimate them.
comfortable
own 8.Afsana :
9.Ramayan Prasad Yadav :
also works.
teachers
They feel comfortable only teach about Un- 7.Habib
51
Lal can’t be the same as that of Muslim teachers.
12.Rupesh Prasad Yadav :
factor We try our best to not make them feel
different.
13.Rajan Kumar joshi :
Miya It is natural to feel different with people from
with Muslim teachers.
Islamic knowledge.
Hajam :
10.Faraz Ansari :
11.Raushan Jahan :
Muslim
They can feel sense of Belonging to our own treat
belongingness
with community
different religious and cultural background.
teachers 14. Gyanu Devi Aryal: From non-Muslim
in teacher they can’t get chance to acquire little
them
Muslim Islamic way which knowledge about Islam also from muslim
Muslim teachers.
teachers
can
easily is
11.Md.Naseem Haider :
understand our problems.
Their presence can play 12.Ushba Khatun :
not
among
found teachers.
Non- 15. Usha Gyawali: How can non-Muslim
Muslim teachers.
teach them about Islamic education?
16. Sangita Karki: They feel different. That’s
role in creating Islamic They encourage us to
environment itself.
attend classes regularly.
8. Momila Khatun: why Mulsim teachers are needed in schools.
12.Md.Sahabuddin :
13.Guncha Rabbani :
They get chance to 17.Sunita Nepal :
They feel comfortable They even ask about acquire
with Muslim teachers.
problem
13.Yasmin Ansari :
school.
They
make
them
we
face
few It is natural that the way of dealing of non-
in knowledges about Muslim teachers can’t be the same as that of
Islam also from Muslim teachers.
to 14.Nasiba Khatun :
muslim teachers.
18.Sushil Kumar Chaurasiya :
continue their study in They treat with us in
Anyone might feel different with people of
school.
Islamic way.
different living way and religious practices.
14.Wakil Miya :
15.Rehana :
19.Aklesh Tiwari :
They feel comfortable We
feel
sense
of
They can’t get any knowledge about Islam
with
from non-Muslin teachers. That’s why they
with Muslim teachers.
belongingness
15.Ehsan Alam :
Muslim teachers, which
52
might feel so.
It is natural that the way is very important for us
20.Aklesh Chaurasiya :
of
They might have seen non-Muslim teachers
dealing
of
non- to continue our study.
Muslim teachers can’t 16.Noor Kaushar :
with different perspective.
be the same as that of 17.Asgari Fatam :
21.Ram Bishwas Sah :
Muslim teachers.
Their
presence
itself
It is not mazing to feel different with people
16.Bashir Ansari :
supports us morally in
who belong to different religious and cultural
They can raise voices in schools.
background.
favor
22.Pratima Khadka :
of
Muslim 18.Rukaiya :
students.
They don’t get irritated
The way fo dealing might have different
17.Guddu Ansari :
while
from that of Muslim teachers. That’s why
we
ask
any
Non-Muslim can’t deal question again and again.
they feel different.
with
23.Durga Bogati :
them
the
way 19.Sabana :
Muslim teachers can.
I feel comfortable asking
From non-Muslim teacher they can’t get
18.Sageer Miya :
questions to them.
chance to acquire any kowledges about Islam
Muslim
teachers
do 20.Hazra khatun:
know well to deal in They
Islamic way.
can
also from muslim teachers.
easily
24.Laxmi Pokhrel :
understand our problems.
It is natural to feel different with people from
So, their presence matters
different religious and cultural background.
in school.
25.Ramdev Ram :
Sense of belongingness works in this case.
53
All of the respondents/informants above had common understanding that presence of
Mulsim teachers could make Muslim girls feels comfortable in school. Parents, Muslim
girls, Maulana, Muslim SMC members as well as non-Muslim teachers also stressed on
the need of Muslim male and female teachers in schools. The girls said that they don’t
hesitate to ask any question to Muslim teachers, as they feel comfortable with them. They
said that even they get chance to learn something about Islam from Muslim teachers
which is not possible with the non-Muslim teachers. They said that Muslim teachers can
easily understand their problem as they belong to the same religious and cultural
backgrounds.
Even non-Muslim teachers acknowledged that they can’t deal with them in Islamic way
as they belong to different religious and cultural background. They said that it is natural
in Muslim girls to feel different with non-Muslim teachers.
Lack of representation of Muslims in School Management Committee
Though there were Muslim women in school management committee, the number for
them was inadequate. It is seen meaningful only in school where majority of people
belong to Muslim community. Otherwise they have only nominal presence in the school
management committee. Management committees are dominated by non-Muslim. So,
even the represented Muslim women could not strongly table their agenda.
54
Table- 10
Peoples saying about the role of Muslim and non-Muslim women in SMC for girls’ education
In Maulana's in parents’ saying
In
Muslim
saying
saying
girls’ in
Muslim In non-Muslim teachers’ saying
SMC
members’
saying
1.Maulana
1. Hasim Miya: They can 1.Moazama Khatun :
Md.Sanaullah
raise voices for respective They raise voices for Devan:
They sense of belongingness with muslim teachers and
Nadvi :
community.
raise female teachers. So, they can play vital role for
Of
our community.
effectively put
their Muslim
made demand there.
friendly help
voices in favor their attendance in school.
teachers are of
creating
address
friendly demand.
environment to Muslim girls 3.Zalekha Khatun :
2.Maulana
in schoo.
They
Md. Mohsin :
4.Satar Ansari :
whenever they meet us.
have
might They
could
have
encourage
table 4.Zaibun Nesha :
problems of girls very well.
They can encourage more to Muslim girls for their
our girls.
environment.
They
their 2.Rajendra Mahato :
must for us and SMC community
effort to make 3. Aftab Alam: They can must
the
Ibrahim 1. Rabi Bhushan Ram: As i above said they feel
can
course, 2. Kitabuddin Ansari: They 2.Sadiya Siddiqi :
women could can
have
1.
education.
2.Samsuhoda
3.Ambika Prasad :
Miya samani :
They can table Muslim girls’ problem better than
us They
have
problems
could us.
table 4.Kishori Prasad :
of They raise voices about respective community in
They have vital role in girls very well.
55
SMC meeting.
understood
problem
of They play role for creating education.
girls’ student.
3.
continuation of girls’ 3.
5.Zafar Miya Ansari :
Islamic
environment
They
Md.
6.Samsuddin Miya Teli :
Faqruddin:
It
They
is
essential
can accommodate
Muslims
Ahmed: They can attract girls from that community to education.
in 5.Khushbu Khatun :
Maulana school.
Mansur 5. Uday Praksh Nepali: Muslim female techaers
do
ask
encourage
6.Chandrika Sahani :
our Muslim
girls They can play role to create Muslim friendly
problem we face in for
their environment.
to schools.
education.
in 6.Nazmehra Khatun :
4.
7.Ramayan Pandit :
Satar They can table their ideas to attract Muslim girls
create
SMC to raise voices of girls.
They help for creation Ahmed: They towards schools.
favorable
7.Manssor Ansari :
of Islamic environment. play role for 8.Ram Krishna Pandeya :
environment
They raise voice for their 7.Raushan Tara :
for
creating
girls community as they are from Their presence in SMC Islamic
makes
us
They can exetrt pressure on SMC for address
demand of Muslim cumminity in school.
students.
minority group.
feel environment in 9.Ramayan Prasad Yadav :
4.Maulana
8. Abdul Khair Miya: They representation of our school.
They can play role to create Muslim friendly
Gulbahar :
play role for creating Islamic community.
environment.
They
could environment in school.
8.Afsana :
have
raised 9.Ziyaulhaq Samani :
They even meet our Hussien
problems
5.Zauvad
of Of course, they can play parents and encourage Thakurai :
girls’ student.
10.Bhulan Prasad Yadav :
They can bring more Muslim students in school.
11. Sunder Prasad Kumhal: They can convince
effective role in favor of sending us schools.
It is essential Muslim parents to send their girls school.
Muslim girls.
9.Sobina Khatun :
to
10.Faraz Ansari :
They
have
role
56
of accommodate
12.Rupesh Prasad Yadav :
Muslim parents can more trust on them to send
Their collective voices can facilitator.
Muslims
matter in SMC.
10.Salma Khatun :
SMC to raise 13.Rajan Kumar joshi :
11.Md.Naseem Haider :
They
play
They play role for creating creating
Islamic
environment
role
in their girls school.
for voices of girls.
Islamic
in environment in school.
They can be facilitator for Muslim girls to join
schools.
6.Sheikh
Lal 14.Gyanu Devi Aryal :
school.
11.Raushan Jahan :
Mohammed :
12.Md.Sahabuddin :
They encourage us for Their presence They can bring more Muslim students in school.
They can play effective role regular attendance in might
Prasad Yadav :
bring 15.Usha Gyawali :
in favor of Muslim girls.
class.
some changes.
13.Yasmin Ansari :
12.Ushba Khatun :
7.Habib Miya environment.
They play role for creating They raise voices in Hajam :
Islamic
environment
in favor of Muslim girls.
school.
13.Guncha Rabbani :
14.Wakil Miya :
They
play
They can make the SMC to Muslim
role
They
They can play role to create Muslim friendly
16.Sangita Karki :
raise They can exetrt pressure on SMC for address
voice for their demand of Muslim cumminity in school.
for community as 17.Sunita Nepal :
friendly they are from They can play role to create Muslim friendly
address problems of Muslim environment.
minority
environment.
girl students.
14.Nasiba Khatun :
group.
18.Sushil Kumar Chaurasiya :
15.Ehsan Alam :
They know problems of 8.Momila
They play role for creating us well. So, they create Khatun :
Islamic
environment
Muslim female techaers can attract girls from that
community to education.
in environment to address As a woman I 19.Aklesh Tiwari :
57
school.
them.
do understand They can raise their collective voice if they have
16.Bashir Ansari :
15.Rehana :
problems
It
is
essential
accommodate
Muslims
of representation in SMC.
to They have constructive girls very well. 20.Aklesh Chaurasiya :
in role in school.
So,
SMC to raise voices of girls.
16.Noor Kaushar :
17.Guddu Ansari :
They
do
ask
presence
our matters
our They can play role to create Muslim friendly
environment.
in 21.Ram Bishwas Sah :
They can raise voices for problem we face in SMC.
They can effectively raise their voices in the SMC.
respective community.
schools.
22.Pratima Khadka :
18.Sageer Miya :
17.Asgari Fatam :
Mulim women in SMC can give positive message
They know
problems
of They make us
feel
to the respective community for girls’ education.
Muslim girls well. So, they ownness in school.
23.Durga Bogati :
can create environment to 18.Rukaiya :
They feel sense of belongingness with muslim
address them.
They are very helpful
teachers.So, they can play vital role for their
for us in school.
attendance in school.
19.Sabana :
24.Laxmi Pokhrel :
Their persence attract
They can encourage Muslim girl students for
us to education.
contuinity of their education.
20.Hazra khatun:
25.Ramdev Ram :
They are inspiration for
Muslim female representative can be matter of
us.
inspiration for Muslim girl students.
58
The table above shows that public school needs more Muslim representation in SMC.
The reason that Muslim girls, parents, Maulanas and Muslim SMC members mentioned
was that Muslim members of SMC can strongly raise voices for Muslim girls. They
further said that they can exert pressure on SMC to address the problems of Muslim girl
students. They said that presences of Muslim male and female members in SMC can
make Muslim girl students feel different. They claimed that Muslim female
representatives can be inspiration for Muslim girls and that can attract them to schools.
Even Non-Muslim teachers acknowledged that Muslim representatives know the
problems of Muslim girls very well and they can table them strongly in SMC.
Lack of proper government policy
Muslim parents, girls, Maulanas and Muslim SMC members said that there is lack of
government policy targeting Muslim community. They said that the education policy has
not mentioned anything about Islamic education. They stressed on the need of inclusive
education policy as mentioned below:
59
Table 11
Peoples’ saying about the government policies
In Maulana's in parents’ saying
In Muslim girls’ saying
saying
Muslim In non-Muslim teachers’ saying
in
SMC
members’
saying
1.Maulana
1. Hasim Miya: It is not 1.Moazama Khatun :
Md.Sanaullah
Muslim friendly.
Nadvi :
2. Kitabuddin Ansari: The sprit of Islam education.
law Muslim minority.
policy
must
be
The education policy does not deal with Islamic
policy does not education.
address sprit of 2.Rajendra Mahato :
The education policy must Islam
or regulations 3. Aftab Alam: Government accommodate
regarding
Ibrahim 1. Rabi Bhushan Ram: It is true that the
The policy does not address Devan:
There is no policy is not supportive to 2.Sadiya Siddiqi :
specific
1.
sprit
Education policy is not Muslim friendly.
of education.
3.Ambika Prasad :
Muslim Muslim
community
and 2.Samsuhoda
Government should consider changing the
Islamic
environment
for Miya samani :
existing policy to accommodate all community
Muslim
girl friendly.
students’
4.
education.
education policy has not 3.Zalekha Khatun :
2.Maulana
mentioned any thing about I think it is not Muslim support
Md. Mohsin :
Islamic education.
friendly.
Muslim
Muslim community.
Government
5.Zafar Miya Ansari :
4.Zaibun Nesha :
community.
5. Uday Praksh Nepali: It’s time to amend the
3.Mansur
education policy.
must
Satar
Ansari:
The education.
The
bring The education policy is not It should be change.
60
education in it.
policy does not 4.Kishori Prasad :
to the Education policy must address demands of
education
Muslim friendly itself as it 5.Khushbu Khatun :
policy
does not deal with Islamic Education
accommodati
perspective.
ng
3.
education.
6. Samsuddin Miya Teli:
Muslim friendly itself as it It
Faqruddin:
does not deal with Islamic Muslim community.
It’s time to perspective.
the 7.
Manssor
is
not
Ansari:
education
mentioned any thing about Muslim
in Islamic education.
order to make 8.Abdul Khair Miya :
about The education policy does not have anything
Islamic
Islamic
8.Ram Krishna Pandeya :
4. Satar Ahmed: Education policy should address demand of
The
sprit
about Islamic education as Muslims claim.
to education.
education Muslim community.
The The education policy must policy
education policy has not accommodate
it inclusive.
supportive
7.Raushan Tara :
existing
policy
education I also think education policy is not Muslim
thing
Maulana The education policy is not 6.Nazmehra Khatun :
change
not The
mentioned any 7.Ramayan Pandit :
Md.
4.
is
6.Chandrika Sahani :
according to sprit of Islamic policy has not friendly.
Islamic
education.
policy
Ahmed :
is
not 9.Ramayan Prasad Yadav :
of Muslim friendly Reservation quotas of Muslim male and female
communityand itself as it does teachers should be mentioned in education
environment
education.
The education policy has not 8.Afsana :
for not deal with policy itself.
Islamic
10.Bhulan Prasad Yadav :
perspective.
Government should give special privilege to
Maulana mentioned any thing about It is not Muslim friendly in 5.Zauvad
Muslim girls in policy level.
Gulbahar:
Islamic education.
my opinion.
Hussien
11. Sunder Prasad Kumhal: The education
Education
9.Ziyaulhaq Samani :
9.Sobina Khatun :
Thakurai :
policy does not have anything about Islamic
policy
does The Education policy must Reservation
quotas
of The
not deal with address problems of Muslim Muslim male and female policy
61
education education as Muslims claim.
must 12.Rupesh Prasad Yadav :
Islamic
community
education.
sector.
10.
Faraz
in
education teachers
mentioned
Ansari:
should
in
be accommodate
Even education policy should not exclude
education sprit of Muslim Muslim community.
The policy itself.
government should mention 10.Salma Khatun :
community and
13.Rajan Kumar joshi :
Islamic
The education policy should be Muslim as well
about reservation quato for There must be reservation environment for as other marginalized community friendly.
Muslim male and female quotas for both Muslim male education.
teachers in policy.
and female teachers.
11. Md.Naseem Haider: The 11.Raushan Jahan :
Education
policy
must Government
in
education community
6.Sheikh
Lal The education policy does not deal with Islamic
Mohammed :
Muslim policy
from
must should also address sprit of Islamic education
policy address
sector.
level.
problems
12.Md.Sahabuddin :
12.Ushba Khatun :
Muslim
and environment.
of 16.Sangita Karki :
The education policy is not inclusive as
The policy does not address The policy should be Muslim community
sprit of Islam education.
friendly.
13. Yasmin Ansari: The 13.Guncha Rabbani :
Education
policy
sector.
in
17. Sunita Nepal: The education policy does not
sector.
deal with Islamic education.
must The education policy should 7.Habib
education marginalized
in Muslims claim.
education
address problems of Muslim be Muslim as well as other Hajam :
community
education.
should The Education 15. Usha Gyawali: The new education policy
address problems of Muslim encourage
community
14.Gyanu Devi Aryal :
Miya 18.Sushil Kumar Chaurasiya :
Education policy should be all community
community The government friendly.
friendly.
should mention 19.Aklesh Tiwari :
62
14.Wakil Miya :
14.Nasiba Khatun :
about
Policy makers should consider about possible
The policy does not address Education policy must be reservation
sprit of Islam education.
Muslim friendly.
quato
15.Ehsan Alam :
15.Rehana :
Muslim
The policy does not address It is not Muslim friendly in and
sprit of Islam education.
my opinion.
teachers
16.Bashir Ansari :
16.Noor Kaushar :
policy.
changes in education policy.
for 20.Aklesh Chaurasiya :
male The education policy should be Muslim as well
female as other marginalized community friendly.
in 21.Ram Bishwas Sah :
Education policy is not relevant to all. It should
The education policy does I don’t know more but I 8.Momila
be amended.
not have anything about think is not Muslim friendly.
Khatun :
22.
Islamic
17.Asgari Fatam :
Government’s
accommodate demands of Muslim community
Muslims.
It should be Muslim friendly.
education
in next education policy.
17.Guddu Ansari :
18.Rukaiya :
policy
education
as
Pratima
Khadka:
Government
should
should 23.Durga Bogati :
The education policy has Government policy should be for all.
Education policy is not relevant to all. It should
not mentioned any thing encourage
be amended.
Muslim
about Islamic education.
community.
24.Laxmi Pokhrel :
18.Sageer Miya :
19.Sabana :
The new education policy should also address
The education policy should It is not Muslim friendly.
sprit of Islamic education and environment.
be Muslim as well as other 20.Hazra khatun:
25.Ramdev Ram :
marginalized
Government should take initiation to make
friendly.
community It must address demand of
Muslim community.
63
education Muslim friendly in policy level.
The table above shows commonalities in all the interviewees' voices. They also said that
government policy does not seem to be for Muslim community. They further said that the
policy has mentioned nothing for the Muslim community. Muslim girls, parents, Maulana
and Muslim SMC members said that the government policy is not Muslim friendly. They
said that the government policy does not incorporate sprit of Islamic education. They said
that the education policy is not Muslim friendly itself as it does not deal with Islamic
perspective. Non-Muslim teachers also asked the government to take initiation to make
education Muslim friendly in policy level. They said that the education policy should be
Muslim as well as other marginalized community friendly. Muslim girls said that there
must be reservation quotas for both Muslim male and female teachers. They also said that
education policy must accommodate sprit of Muslim community and Islamic
environment for education.
Lack of promotional program to Muslim Girls
The interviewees mentioned that the government should provide special scholarship as
promotional program to attract Muslim girls towards education. They also remarked that
there is no such scheme of scholarship for Muslim girl students. However, government
provides scholarship to all girl students. All of the respondents/informants (Muslim girl
students) suggest that the government must encourage them for education by providing
additional scholarship. It can be helpful to those who can’t join school because of
poverty. The table below portrays grassroots' people saying about the provision of girls'
scholarship.
64
Table – 12
Peoples’ saying about the provision of girls’ scholarship
In Maulana's in parents’ saying
In Muslim girls’ saying
Muslim In non-Muslim teachers’ saying
in
saying
SMC
members’
saying
1.Maulana
1. Hasim Miya: There should 1.Moazama Khatun :
Md.Sanaullah
be
Nadvi :
them.
more
scholarship
for Government
should
Ibrahim 1. Rabi Bhushan Ram: There should be
provide Devan:
There additional package for them.
special scholarship to Muslim should
There
should 2.
be
special Government should provide 2.Sadiya Siddiqi :
Kitabuddin
scholarship for special
them.
1.
Ansari: girls.
scholarship
Muslim girls.
to There
be 2. Rajendra Mahato: There should be
special
should
special scholarship for Muslim girls.
scholarship for 3.Ambika Prasad :
be
special Muslim girls.
scholarship for Muslim girls.
3.Zalekha Khatun :
2.Samsuhoda
Mohsin :
free cost of education for all for Muslim girls.
There
Government
girls.
4.Zaibun Nesha :
be
should
4.Satar Ansari :
Government should also grant package
encourage
Special
them providing essential for Muslim girls.
is scholarship for higher education.
5.Khushbu Khatun :
65
should
bring
more
scholarship targeting Muslim girls.
2.Maulana Md. 3. Aftab Alam: The must bf Special scholarship is essential Miya samani :
scholarship
Government
4.Kishori Prasad :
Special scholarship is essential for
should Muslim girls.
additional 5. Uday Praksh Nepali :
for Government
should
them.
scholarship to them.
3.Mansur
6.Chandrika Sahani :
provide
more
additional
5.Zafar Miya Ansari :
scholarship.
More scholarship is essential for Muslim girls.
3.
Maulana for them.
Special scholarship is essential Ahmed :
Government
6.Nazmehra Khatun :
Md.
6.Samsuddin Miya Teli :
Faqruddin:
Sufficient
scholarship
Special scholarship is essential for
Muslim girls.
should provide
Special scholarship is essential more
to for Muslim girls.
7.Ramayan Pandit :
scholarship to More scholarship is necessary for them.
There must be continue their study.
7.Raushan Tara :
promotional
Special scholarship is essential 4.Satar Ahmed
package
7.Manssor Ansari :
them.
and Reservation quotas for them for Muslim girls.
special
in Higher education.
scholarship for 8.Abdul Khair Miya :
scholarship
:
8.Afsana :
There
Special Special scholarship is essential for
scholarship
should
be
additional essential
is Muslim girls.
for
higher
Special
education.
essential for Muslim girls.
9.Sobina Khatun :
4.Maulana
9.Ziyaulhaq Samani :
Existing
Gulbahar :
There should be additional enough.
Thakurai:
10.Bhulan Prasad Yadav :
Government
package for them.
10.Salma Khatun :
Government
11. Sunder Prasad Kumhal: Some more
We need more scholarship.
should
should provide 10.Faraz Ansari :
is package for them.
8.Ram Krishna Pandeya :
Muslim girls.
5.
scholarship
is
more packages Government should provide 11.Raushan Jahan :
to them.
additional
scholarship
to There
should
Zauvad There should be special scholarship for
not Hussien
Muslim girls.
bring scholarship scheme is a must for them.
more
be
9.Ramayan Prasad Yadav :
special scholarship
12.Rupesh Prasad Yadav :
Government
should
also
provide
Muslim girls.
scholarship for Muslim girls.
targeting
scholarship for higher education.
11.Md.Naseem Haider :
12.Ushba Khatun :
Muslim girls.
13.Rajan Kumar joshi :
66
Existing scholarship is not The scholarship must not be 6.Sheikh
Lal There should be special scholarship for
enough.
nominal.
Mohammed :
Muslim girls.
12.Md.Sahabuddin :
13.Guncha Rabbani :
Government
14.Gyanu Devi Aryal :
Existing scholarship is not There
should
be
special should
also Special scholarship is essential for
enough.
scholarship for Muslim girls.
grant
13.Yasmin Ansari :
14.Nasiba Khatun :
scholarship for 15.
Some
more
scholarship Additional
scholarship
Muslim girls.
is higher
Usha
Gyawali:
They
need
additional scholarhip, too.
scheme is a must for them.
essential for Muslim girls.
education.
14.Wakil Miya :
15.Rehana :
7.Habib Miya I think existing scholarship is not
Sholarship should not be Government
should
introduce Hajam :
enough.
scholarship
targeting Separate
17.Sunita Nepal :
nominal.
special
15.Ehsan Alam :
Muslim girls.
scholarship
It should be enough to
essential
continue their study.
16.Noor Kaushar :
16.Bashir Ansari :
There
Some
more
should
be
special 8.Momila
scholarship scholarship for Muslim girls.
Khatun :
17.Asgari Fatam :
17.Guddu Ansari :
Government should also provide scholarship
Existing one is not enough in scholarship for higher education.
18.Rukaiya :
is Separate scholarship is essential for
for Muslim girls.
Muslim girls.
scheme is a must for them.
my opinion.
16.Sangita Karki :
18.Sushil Kumar Chaurasiya :
Government should provide special
scholarship to them.
I think existing 19.Aklesh Tiwari :
not enough.
is Separate scholarship is essential for
Muslim girls.
20.Aklesh Chaurasiya :
67
18.Sageer Miya :
Special scholarship is essential
Government
should
Ther should be additional for Muslim girls.
scholarship to them.
scholarship for them.
21.Ram Bishwas Sah :
19.Sabana :
Existing
scholarship
is
not
provide
more
The scholarship is nominal only. It is
enough.
not enough.
20.Hazra khatun:
22.Pratima Khadka :
We need more scholarship
More scholarship is essential for them.
23.Durga Bogati :
Government
should
provide
more
scholarship to them.
24.Laxmi Pokhrel :
Chaurasiya :
Government should provide special
scholarship to them.
25. Ramdev Ram: Special package of
scholarship should be introduced form
them.
68
As the table above shows Muslim girls, parents, Maulanas, Muslim SMC members and
non-Muslim teachers have stressed on the need of special scholarship for Muslim girls.
They said that government should provide them (Muslim girls) additional scholarship.
Muslim girls, parents, Maulanas, Muslim SMC members claimed that existing
scholarship is not sufficient for them and asked the government to provide separate
scholarship to Muslim girls. They also said that government should provide scholarship
for higher education. Even non-Muslim teachers said that government should introduce
special package for Muslim girl students.
Lack of Muslim Friendly curriculum
Along with worldly education, practicing Muslims prefer Islamic education but school’s
curriculums do not include any content from Qur’an and Hadith. Because of this reason
Muslims are reluctant to send their girl children in public school. The reason is that lives
of Muslims are guided by those holy books and these books do not allow girls to go
beyond the dress code and single sex/religious school system. It is where all of the
participants/informants of the study asked the stakeholders to incorporate contents from
Qur’an and Hadith.
69
Table – 13
Peoples’ saying about the Muslim friendly and non-friendly curriculum
In Maulana's in parents’ saying
In Muslim girls’ saying
in Muslim SMC In non-Muslim teachers’ saying
members’ saying
saying
1.Maulana
1.
Md.Sanaullah
curriculum
Nadvi :
accommodated knowledge friendly education.
Islamic
Curriculum
from Qur’an and Hadith.
education.
must
2. Kitabuddin Ansari: The The
include
Hasim
Miya:
has
The 1.Moazama Khatun :
2.Sadiya Siddiqi :
curriculum
curriculum is not Islamic accommodated
knowledge
education friendly.
both 3.
Qur’an
Aftab
Alam:
Islamic point of view.
2.
Maulana 4.Satar Ansari :
Md.
Mohsin: The
curriculum
Bhushan
Ram:
The
has
friendly from Qur’an and Hadith.
Existing
knowledge Miya samani :
from Qur’an and Hadith.
The
The 3.Zalekha Khatun :
must
Qur’an
4.Zaibun Nesha :
Hadith.
curriculum
is
curriculum
must
be
amemded in order to make it Muslim
curriculum friendly.
included in the curriculum.
must The
2.Rajendra Mahato :
not 2.Samsuhoda
and curriculum is not from We don’t see any knowledge knowledge
Hadith.
Rabi
not Curriculum is not Islamic Curriculum is not curriculum must include knowledge
Islamic
from
1. Ibrahim Devan: 1.
include 3. Ambika Prasad: The curriculum
from does nothing with Islamic perception
and of education.
4. Kishori Prasad: The curriculum is
not 3.Mansur Ahmed not Muslim friendly.
Curriculum
include knowledge from Muslim friendly.
:
5.
must
Qur’an and Hadith.
5.Khushbu Khatun :
Existing
curriculum must deal with Qur’an
accommodate
5.Zafar Miya Ansari :
Ther is no any knowledge curriculum
Islamic norms The
curriculum
does from Qur’an and Hadith in nothing
70
Uday
Praksh
Nepali:
The
does and Hadith.
with 6. Chandrika Sahani: The curriculum
and values.
nothing
with
Islamic curriculum.
3.Maulana Md. perception of education.
6.Nazmehra Khatun :
Faqruddin:
Curriculum
6.Samsuddin Miya Teli :
must include knowledge from Qur’an
Islamic
must
perception
of and Hadith.
include education.
7. Ramayan Pandit: The curriculum
There must be The curriculum has not Islamic knowledge from both 4. Satar Ahmed: does
Islamic
accommodated knowledge Qur’an and Hadith.
The
accommodate
7.Raushan Tara :
the curriculum. 7.Manssor Ansari :
Ther is no any knowledge accommodate
must
8.Ram Krishna Pandeya :
The
curriculum
must
include
Maulana Existing curriculum must from Qur’an and Hadith in Islamic point of knowledge from Qur’an and Hadith.
Gulbahar:
be amemded in order to curriculum.
view
Muslims
make it Muslim friendly.
8.Afsana :
knowledge
prioritize
8.Abdul Khair Miya :
The curriculum does not Qur’an
Islamic
The
education
include knowledge from knowledge from Qur’an and 5.Zauvad Hussien 10.
along
curriculum
with Qur’an and Hadith.
worldy on. So, 9.Ziyaulhaq Samani :
the curriculum The
curriculum
must accommodate
and 9.Ramayan Prasad Yadav :
from The
curriculum
not
Qur’an and Hadith.
any Hadith.
Bhulan
Prasad
Yadav:
The
Hadith.
Thakurai :
curriculum must deal with Qur’an
9.Sobina Khatun :
Existing
and Hadith.
must The curriculum must include curriculum
must 11. Sunder Prasad Kumhal: It is not
be include knowledge from knowledge from Qur’an and be amemded in Muslim friendly.
according
to Qur’an and Hadith.
10.Faraz Ansari :
does
and accommodate any knowledge from
should
that.
any
curriculum knowledge from Qur’an and Hadith.
knowledge in from Qur’an and Hadith.
4.
not
Hadith.
order to make it 12. Rupesh Prasad Yadav: The
10.Salma Khatun :
Muslim friendly.
The curriculum does not It is not Muslim friendly.
71
6.Sheikh
curriculum must deal with Qur’an
Lal and Hadith.
accommodate
any 11.Raushan Jahan :
Mohammed:
13. Rajan Kumar joshi: It should
knowledge from Qur’an The curriculum must deal The curriculum is include knowledge from Qur’an and
and Hadith.
with Qur’an and Hadith.
not
11.Md.Naseem Haider :
12.Ushba Khatun :
friendly.
The
curriculum
muslim Hadith as Muslims demand.
14.
must We need Islamic knowledge Government must government
include knowledge from in curriculum.
think
Qur’an and Hadith.
problem.
of
12.Md.Sahabuddin :
13.Guncha Rabbani :
It is not Muslim friendly.
Existing curriculum must be Hajam :
13.Yasmin Ansari :
amended.
Devi
Aryal:
The
should
amend
the
this curriculum.
15. Usha Gyawali: It does not
Miya mention anything about Qur’an and
7.Habib
Hadith.
The curriculum is 16. Sangita Karki: The curriculum
The curriculum must deal 14.Nasiba Khatun :
needed
to
with Qur’an and Hadith.
The
14.Wakil Miya :
make the curriculum Muslim as possible.
government
be must include knowledge from Qur’an
should amended as soon and Hadith.
The curriculum does not friendly.
accommodate
Gyanu
17. Sunita Nepal: The curriculum
must be changed.
any 15.Rehana :
8.Momila Khatun 18. Sushil Kumar Chaurasiya: It is no
knowledge from Qur’an The curriculum must deal :
more relevant.
and Hadith.
with Qur’an and Hadith.
The
15.Ehsan Alam :
16.Noor Kaushar :
must deal with must include knowledge from Qur’an
curriculum 19. Aklesh Tiwari: The curriculum
There must be knowledge It does not mention anything Qur’an
from Qur’an and Hadith in about Qur’an and Hadith.
72
Hadith.
and and Hadith.
20. Aklesh Chaurasiya: Curriculum
the curriculum.
17.Asgari Fatam :
should be Muslim friendly.
16.Bashir Ansari :
It should include knowledge
21.
Ram
Bishwas
Sah:
The
The curriculum does not from Qur’an and Hadith as
curriculum must include knowledge
accommodate
from Qur’an and Hadith.
any Muslims demand.
knowledge from Qur’an 18.Rukaiya :
22. Pratima Khadka: There must be
and Hadith.
The curriculum does not
knowledge from Qur’an and Hadith.
17.Guddu Ansari :
accommodate
any
23. Durga Bogati: The curriculum
mention knowledge from Qur’an and
must include knowledge from Qur’an
It
does
not
anything about Qur’an and Hadith.
and Hadith.
Hadith.
19.Sabana :
24. Laxmi Pokhrel: It should also
18.Sageer Miya :
It is not Muslim friendly.
accommodate
The
curriculum
must 20.Hazra khatun:
sprit
of
Islamic
education.
include knowledge from The curriculum must include
25. Ramdev Ram: The curriculum
Qur’an and Hadith.
knowledge from Qur’an and
must include knowledge from Qur’an
Hadith.
and Hadith.
73
All of the respondents/informants-Muslim girls, parents, Maulanas, Muslim SMC
members and non-Muslim teachers acknowledged that the curriculum is not Muslim
friendly. They said that curriculum does nothing with Islamic education. They stated that
curriculum does not incorporate contesnts from the holy Qur’an and Hadith. They
suggested that government must amend the curriculum and accommodate knowledges
from the holy Qur’an and Hadith in new curriculum. Even, non-Muslim teachers had the
same voice in this regard.
Early age marriage
Some of Muslim girl students could not continue their study as they get married in early
age. The local practice also shows that most of girls get married after reaching puberty.
Such practices have debarred Muslim girls from their education. Even the informants
whom I consulted felt the need that this practice must be abolished to support girls for the
continuation of their study. They also said that government should launch awareness
program in local level. Herein below are the responses of the grassrrots people regarding
early marriage.
74
Table – 14
Peoples’ saying about the early marriage for the girls
In parents’ saying
In
In Muslim girls’ saying
In Muslim SMC In
members’ saying
Maulana's
non-Muslim
teachers’
saying
saying
1. Maulana 1. Hasim Miya: It is beause of 1.Moazama Khatun :
1. Ibrahim Devan: 1. Rabi Bhushan Ram: It is not
Md.Sanaulla non-Islamic environment in our It is according to Islam.
They get married good practice.
h Nadvi:
in early age as 2.Rajendra Mahato :
They
society.
2.Sadiya Siddiqi :
get 2. Kitabuddin Ansari:
They would not do so if there were they have lack of Such practices are found in
married
They get married after reaching Islamic environment in schools.
awareness as well middle class and poor class
after
puberty to stay away from illegal 3.Zalekha Khatun :
as there is no family.
reaching
relationship which is major sin Girls
puberty
according to Islam.
should
complete
their friendly
education first if there is Islamic environment
3.Ambika Prasad :
in It is because of illiteracy among
which
is 3. Aftab Alam: They should get environment in school.
schools.
parents.
based
of married as they reach to puberty.
2.Samsuhoda
4. Kishori Prasad: They should
Islamic
norms
values.
4. Satar Ansari: First they should I don’t know what to in this Miya samani :
and let
them
complete
education.
2. Maulana 5. Zafar Miya Ansari:
Md.
4.Zaibun Nesha :
their regard.
avoid such practices.
They think that 5. Uday Praksh Nepali :
5.Khushbu Khatun :
girls should be Early marriage is not good from
It is cultural practice what to say limited
It is as per as Islamic norms and more.
in any point of view.
household works.
75
6.Chandrika Sahani :
Mohsin:
values.
6.Nazmehra Khatun :
One should 6. Samsuddin Miya Teli:
3.Mansur Ahmed They
Parents should allow acquiring :
should
avoid
such
practices.
get married It is based on our religion but knowledge but there must be It is as per as 7. Ramayan Pandit: I think not
can
even
acquire Islamic environment for girls’ Islamic
after
girls
reaching
knowledge after getting married.
puberty
7. Manssor Ansari: It is no 7.Raushan Tara :
education.
norms all Muslims do so.
and values.
8. Ram Krishna Pandeya: It is
4. Satar Ahmed:
out come of illiteracy among
according to common rather found in poor They would not do so if there were Neither it should parents.
and middle class of Muslim Islamic environment for girls’ be too early nor 9.Ramayan Prasad Yadav :
Islam.
3. Maulana community.
education.
too late.
Md.
8. Abdul Khair Miya:
8.Afsana :
5.Zauvad Hussien 10.Bhulan Prasad Yadav :
Faqruddin:
It is Islamic culture.
It is because of lack of awareness Thakurai :
There would 9. Ziyaulhaq Samani:
in parents.
Marriage
They
be
trend
Islamic law.
there
was marriage.
Islamic
10. Faraz Ansari:
.
time.
per
10.Salma Khatun :
6.Sheikh
It is in the hands of our parents.
Mohammed :
environment They should get married at right 11.Raushan Jahan :
should
avoid
such
should practices.
not be such Our each and every activity is 9.Sobina Khatun :
if based on religion and so is We obey our parents and religion.
as
I think not all Muslims do so.
as 11.
Sunder
Prasad
Kumhal:
Early marriage is not good from
Lal any point of view.
12.Rupesh Prasad Yadav :
They could study It is baseless and bad practice.
Girls must be allowed to complete before marriage if 13.Rajan Kumar joshi :
4. Maulana 11.Md.Naseem Haider :
their study.
there was Islamic Early marriage is not good from
Gulbahar:
12.Ushba Khatun :
environment.
It should not be too early.
76
any point of view.
They
get 12. Md.Sahabuddin: They are It is not good trend.
7.Habib
married
not supposed to get any job. So, 13.Guncha Rabbani :
after
parents do so.
It might be because of Muslim It
reaching
13. Yasmin Ansari:
culture.
Miya 14.Gyanu Devi Aryal :
Hajam :
is
It is out come of illiteracy among
mostly parents.
among
puberty
in It is according to Islam but they 14.Nasiba Khatun :
order
to can even study after getting I don’t know anything about logic 8.Momila Khatun parents.
save
them married
fron
illicit environment.
relationship.
if
there
14.Wakil Miya :
is
family.
poor 15.Usha Gyawali :
Islamic behind it.
:
15.Rehana :
It is out come of illiteracy among
16.Sangita Karki :
Poverty is cause Muslim
parents
should
re-
If there is Islamic environment, of such practice consider about such practices.
It happens as lack of awareness girls
should
be
allowed
to as well as un- 17.Sunita Nepal :
in parents as well as un-Islmaic complete their education before Islamic
society.
marriage.
environment
15. Ehsan Alam:
16.Noor Kaushar :
complete
Early marriage must be avoided.
to 18.Sushil Kumar Chaurasiya :
It is not seen among all Muslim.
Marriage must be according to Parents think that it would be education.
So, it should be eliminated.
Islam. Neither it should be too better to marry them as our society
19.Aklesh Tiwari :
early nor too late.
is turing very bad.
Muslim
16. Bashir Ansari:
17.Asgari Fatam :
consider about such practices.
parents
should
Parents do so thinking that girls They should complete their study
20.Aklesh Chaurasiya :
can’t get job even acquiring before marriage.
It is bad practice.
knowledge. And also there is 18.Rukaiya :
21.Ram Bishwas Sah :
77
re-
lack of Islamic environment in If there was Islamic environment,
Even
educated
society.
they would not do so in my
discourage it.
17. Guddu Ansari:
opinion.
22.Pratima Khadka :
Muslims
It is because of illiteracy as well 19.Sabana :
It must be stoped now.
as fear of involment in illicit It is Islmaic tradition.
23. Durga Bogati: It is not good
relation.
20.Hazra khatun:
for anyone.
18. Sageer Miya:
Parents do so as there is no Islamic
24.Laxmi Pokhrel :
It should not be too early rather environment in society.
It is not based on their religion
should be Islamic logic.
rather it is bad trend.
25. Ramdev Ram: Illiteracy is
main cause behind it.
78
There are different perceptions on marriage between Muslim and non-Muslim
respondents/informants. Muslim parents, girls, Maulanas and Muslim SMC members said
that Muslim girls get married after reaching puberty as per as Islamic rules and
regulation. They said that the marriage should be neither too early nor should be too late.
Parents said that girls can even acquire knowledge after getting married if there is Islamic
environment. Muslim girls said that their parents do so as per as their religion. Some of
them said that they get married after reaching puberty thinking that they could involve in
illicit relationship, which is a major sin according to Islam.
However, non-Muslim teachers said that early marriage is the outcome of illietaracy
among the Muslim parents. They said that such practices must be avoided and girls
should get opportunity to complete their education.
Lack of Girls School
There are no girls’ school/colleges in the district. They could join any girls’ school no
matter where non-Muslim girls study. But such environment is not available in the
district. This is also one of the reasons behind low literacy rate of Muslim girl in the
district. They acknowledge that they will have no problem even attending classes with
Non-Muslim girls.
79
Table – 15
Peoples’ saying about the girls’ school
Maulana's In parents’ saying
In
In Muslim girls’ saying
saying
In
Muslim In non-Muslim teachers’ saying
SMC
members’
saying
1.
Maulana 1.
Hasim
Md.Sanaullah Nadvi: should
It
is
a
must
be
Miya:
They 1.Moazama Khatun :
educated
for Islamic environment.
1.
Ibrahim 1. Rabi Bhushan Ram: They prioritize
in It would be easy for us to Devan:
They Madrasa education and environment as
join classes if there were could
attend that of Madrasa can be found only in
Muslim girls as they 2. Kitabuddin Ansari: Girls girls’ schools.
classes
could easily acquire school is a must.
frequently
3. Aftab Alam: There must We
knowledge.
2.
Maulana
Mohsin:
It
make
need
Md. be girls’ school for Muslim school
could as well as other girls.
separate
for
Maulana
Faqruddin:
acquire
knowledge
Md. Islamic environment.
if up such schools for them and even
girls’ there were such other girls can join there.
friendly schools.
environment.
Islamic 4. Satar Ansari: They can 3.Zalekha Khatun :
environment.
3.
2.Sadiya Siddiqi :
girls’ school. So, government must set
2.Rajendra Mahato :
2.Samsuhoda
Government should think of their
Miya samani :
demand
as
they
want
Islamic
in It is esseantial for us as we It is essential to environment in school.
want Islamic environment.
Islam 5. Zafar Miya Ansari: Girls 4.Zaibun Nesha :
attract Muslim 3.Ambika Prasad :
girls
toward 4.Kishori Prasad :
does not allow co- also should be educated as Government can also set up education.
It is nothing bad to set up girls’ school.
education. So, there boys but there must be separate classroom for girl 3.Mansur
5. Uday Praksh Nepali :
80
should
school.
be
girls’ Islamic environment.
students.
Ahmed :
6. Samsuddin Miya Teli: 5.Khushbu Khatun :
4. Maulana Gulbahar: Parents
should
Girls’ school is a blaimed as there is lack of for us.
must.
girls’ school.
should
address
their
could demand to set up girls’ school or
They
be There must be girls’ school easily
not
Government
attend separate classroom for girls.
classes if there 6.Chandrika Sahani :
6.Nazmehra Khatun :
were
girls’ If they can easily join such school then
7. Manssor Ansari: It is a There can be environment as school.
government should consider about it.
must to attract Muslim we wish if there are girls’ 4.
Satar 7.Ramayan Pandit :
girls towards education.
They That will be good way to attract them
8.
Abdul
Girls’
Khair
school
9.
Ahmed:
Miya: 7.Raushan Tara :
is
essential.
schools.
very Girls’
school
can
can
easily Islamic
8.Ram Krishna Pandeya :
attract Muslim girls towards environment in Even government can manage separate
Ziyaulhaq
Samani: education.
Government must set up 8.Afsana :
girls’
find towards school education.
schools
girls’ school.
classroom in schools.
5.Zauvad
9.Ramayan Prasad Yadav :
targeting Government must set up Hussien
Government should set up girls’
Muslim girls as well as girls’ school.
Thakurai :
school.
other girls.
Government
10.Bhulan Prasad Yadav :
9.Sobina Khatun :
10. Faraz Ansari: It can be Both
very
fruitful
Muslim
to
girls
school education.
Muslim
and
non- should set up Even other girls can join such schools.
attract Muslim girls can study in girls’ school to 11.
towards such schools.
10.Salma Khatun :
81
Sunder
Prasad
Kumhal:
address demand Government should take their demand
of Muslim girls positive.
11. Md.Naseem
Haider: Girls’
school
can
be and parents.
12.Rupesh Prasad Yadav :
Government must address beneficial to all girls.
6.Sheikh
the demand of Muslim 11.Raushan Jahan :
Mohammed :
community to set up girls’ Government
schools.
can
set
Lal They can easily take classes in such
school.
up It is essential 13.Rajan Kumar joshi :
separate classrooms for girls.
12. Md.Sahabuddin: There 12.Ushba Khatun :
for
continuity Government should consider about
of
their their demand.
must be girls’ schools for It would be easy for us to education.
all girls.
join classes if there were 7.Habib
14. Gyanu Devi Aryal: Government
Miya must address their demand to attract
13. Yasmin Ansari: It must girls’ schoo.
Hajam :
be set up.
They will not 15.Usha Gyawali :
14.
13.Guncha Rabbani :
Wakil
Miya:
Yes, We
need
government should start to school
separate
for
them towards education.
girls’ hesitate
friendly attend
to Their demand is not bad.
classes 16.Sangita Karki :
set up girls’ school across environment.
in girls’ school.
the country.
8.
14.Nasiba Khatun :
It is essential to attarcat them towards
Momila education.
15. Ehsan Alam: If not Government can also set up Khatun:
17.Sunita Nepal :
possible doing so, there separate classroom for girl Establishing
Government even can set up separate
should
be
girls’ school is classroom.
separate students.
classrooms for girls.
15.Rehana :
a must to attract 18.Sushil Kumar Chaurasiya :
16. Bashir Ansari: It is a It is esseantial for us as we Muslim
must
for
Islamic want Islamic environment.
82
towards
girls That is good.
19.Aklesh Tiwari :
environment.
16.Noor Kaushar :
education.
Government
17. Guddu Ansari: They There must be girls’ school
demand
can
education.
find
environment
friendly for us.
in
girls’ 17.Asgari Fatam :
school
to
attract
Girls’
18.Sageer Miya :
attract Muslim girls towards
can
easily
not feel comfortable with 18.Rukaiya :
demand
opposite
education.
So, There can be environment as
to
must
attract
government should set up we wish if there are girls’
22.Pratima Khadka :
girls’ school/colleges
It is positive thing.
girls.
of schools.
for 19.Sabana :
Both
towards
21.Ram Bishwas Sah :
Government
classroom
them
their
Government should think of that.
Guddu Ansari: Girls do education.
separate
address
20.Aklesh Chaurasiya :
schools.
sex.
must
address
them
their
towards
23.Durga Bogati :
Muslim
and
non-
It will be nice to attract them towards
Muslim girls can study in
education.
such schools.
24.Laxmi Pokhrel :
20.Hazra khatun:
Government hould set up girls’ school.
It can be milestone for
25.Ramdev Ram :
Muslim girls.
That will be beneficial to Muslim as
well as other girl students.
83
Both Muslim and non-Muslim respondents stressed the need of girls’ schools or separate
classrooms for the girls. Even non-Muslim teachers said that they can find friendly environment
as that of Madrsa only in girls’ schools. Muslim girls, parents, SMC members and Maulana said
that Muslim girls can easily attend classes if there are Islamic environment and such environment
is possible only in girls’ schools. So, they said that government must set girls’ schools for both
Muslim and non-Muslim girls. Muslim girls also said that they don’t feel comfortable with boys.
This implies that government must set such schools for them.
0
Chapter VI
Ways forward
The governmet should take initiation to address concerns of Muslim community regarding
education. Muslim community gives priority to Islamic environment for girls’ education. The
community people say that girls can easily attend schools if the environment is Islamic. They
also asked the government to set up girls’ schools or separate classrooms for girls. Their
intention was to ensure that Muslim girls could acquire knowledge easily. They also stressed that
government should encourage Muslim community for education through its pro-Muslim policy .
They said that government should provide reservation quotas for Muslim male and female
teachers. Besides these, they said that schools must allow Muslim girls wearing their own
costumes i.e. Islamic costumes. They asked government to incorporate contents from the holy
Qur’and and Hadith in curriculum.
This implies that government should consider of the concerns of Muslim community for girls’
education, as they do not seem hard to address. Given the population of the Muslim girl students
the government can set up girls’ schools as well and it can accommodate knowledge from the
holy Qur’an and Hadith in its school curriculum. In local level, government can allocate seats for
Muslim members in School Management Committee. Government can also introduce
promotional packages for Muslim girls to attract them towards education. Eventually such
provision can be helpful for the creation of harmonious society only if there is equity and justice
to all and these are possible only in literate society.
Muslim Women friendly Policy
Government can focus its mind on something in policy level in order to increase literacy rate of
Muslim women. This means government should also have policy to establish girls’ school
targeting Muslim girls and this will be beneficial to Non-Muslim girls, too. The government can
kill two birds by a single stone by setting up girl school. Similarly, government can allocate
quota for both Muslim male and female teachers in schools. This can play a crucial role to attract
Muslim girls towards education as Muslim girls feel lack of belongingness in the schools.
The government can also allocate special quota for Muslim representativeness in school
management committee so that these representative could raise voice in favor of the respective
1
community. This also paves the way that government must accommodate Islamic information in
curriculum. In other words, the curriculum must include knowledge from Qur’an and Hadith as
Muslim community needs Islamic education along with the worldly one.
Muslim Women friendly environment
In order to make Muslim girls friendly school environment, the schools must allow them to
attend classes in their own costumes. Schools must entertain in the way Muslim girls wish to
attend classes. Government should recruit both Muslim male and female teachers in school so
that Muslim girls could feel sense of belongingness there.
Government should launch
promotional program in schools targeting Muslim girls as well as other girls from minorities
groups. There should be girl’s school for Muslim girls. In the words of Muslim girls they
acknowledge that they do not ask to set up girls’ school especially for themselves rather they can
attend any girls school where even Non-Muslim girls study.
2
Conclusion and recommendation
In order to change status of Muslim women’s status, it is necessary to educate them. Education
can change both their social and economic status. And, empowerment of Muslim women is only
possible if they become literate. If they are literate they can get many opportunities and those
opportunities will ensure their high status in society.
This study indicated that government should set up girls’ school/college where both Muslim and
Non-Muslim girls can acquire knowledge and should launch promotional programs targeting
Muslim girls. The school must allow Muslim girls wearing their own costumes i.e. Islamic
dresses. Similarly, Government must provide special scholarship to Muslim girl students in order
to attract them towards education. In the policy level it should provide reservation quota for both
Muslim male and female teachers so that Muslim girls could feel sense of belongingness. The
new curriculum must accommodate knowledge from both Qur’an and Hadith as well as it has
been done with the Hinduism and Buddhism.
3
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