"Gender of a person is something that we create, whereas sex is something that Allah-tallah (God) creates. Who says that only girls should cook, or only boys can play football. They can do both."
- Islamul Haq Naumani, Principal, Madrasa Munir-ul-Islam
"I want to serve my country as a lawyer and then even a judge. After coming to the Madrasa regularly, I realized that my dreams are equally important, and I have the choice to pursue them.”
- Zohra Fatima, 15, student
"I really believe girls can do everything boys do, they should not be dependent on anyone. They should earn for themselves. After all, girls are the future."
- Altamash, 18, student
"She can become anything she wants. It’s not about what I want for her, it's about what she wants for herself. I send her to the Madrasa so she can become independent in her thoughts and actions."
-Farhana Parveen, parent to Muskaan a student of Madrasa Islamia Anjuman
Unleashing Her Potential: Zohra’s Aspiration in Action
Zohra Fatima, a 15-year-old student at Madrasa Islamia Anjuman Mufidul Islam near Patna Sahib, flipped through her notes. Her teacher had announced an impromptu Youth Parliament to be held the next day, and she was to play the role of the Education Minister of Bihar. The pressure was on, but Zohra was determined to make a lasting impression with her statement, "access to education is and will remain a priority for the government," rooted in the National Education Policy.
Zohra is one of the 90 students of the Madrasa Islamia Anjuman Mufidul Islam, an institution that comes under the Government of Bihar’s (GoB) Taalim-i-Naubalighan, T-i-N, (adolescent life-skills education programme). Implemented since October 2020, T-i-N has impacted the lives of over 2,50,000 Madrasa students, from grades 6 to 10 (Wastania to Fauqania levels꞉ Wastania is equivalent of grades 6-8, while Fauqania corresponds to grades 8-10).
Launched to reinvigorate Madrasas as centers of learning, the state’s Department of Minority Welfare, Bihar State Madrasa Education Board and UNFPA India signed an MOU to empower adolescent boys and girls with life skills. Students are equipped with critical thinking, aspiration building, creativity, communication and negotiation so that they can make informed and responsible choices in relation to their health and well- being and develop leadership qualities. Youth Parliament is one of the many activities held under it.
"I want to serve my country as a lawyer and then even a judge. After coming to the Madrasa regularly, I realized that my dreams are equally important, and I have the choice to pursue them," Zohra explained."
"The Youth Parliament really helps me practice and develop skills (communications and research) that will be useful for my future."
As nearly 60% of students in Madrasas are girls, these institutions play a vital role in empowering them. Amir Subhani, Former Chief Secretary of Bihar, shared:
"The Taalim-i-Naubalighan programme has breathed new life into these institutions. It has ignited ambition and provided a pathway for girls who might otherwise have been denied similar opportunities."
Beyond the Youth Parliament, Zohra and her classmates actively engage in cricket, debates and discussions on gender and menstrual health, building their confidence and enabling them to become changemakers. Zohra's positive influence extends beyond her classroom, as she successfully convinced her sister to send her children to the Madrasa to benefit from this transformative education model.
Reimagining Traditional Education: Naumani's Visionary Impact
Ismul Haq Naumani, the dynamic principal of Madrasa Munir-ul Islam in Nalanda, is revolutionizing education through a systematic approach. His vision is simple yet powerful: to improve the lives of his students and prepare them for a successful future.
His mantra—change is good-echoes in the successful implementation of Taalim-i-Naubalighan (T-i-N) courses in his Madrasa as well as in its own demeanor. "We learned a lot of new things during the training (Gulha-e-Danaee (bouquet of wisdom), 3-day residential training for Principals). For example, the difference between gender and sex. Gender of a person is something that we create, whereas sex is something that Allah-tallah (God) creates. Who says that only girls should cook, or only boys can play football. They can do both"
Going beyond textbooks, he urges the teachers under his charge to revive rich traditions of learning and culture, dispel myths and make teaching creative by using UNFPA India’s life-skills modules (resource books called Dareeche-e-Aagahi).
"Looking fondly at the children in his school, Naumani says, “With time, the way children are taught should change.”
As the principal, he ensures the acceptance and support of the local community for creating social impact.
He continues advocating during the Friday Khutbah (sermon) at mosques and community meetings for the idea that adolescent should get lessons on interpersonal relationships, gender equality, mental health, and SRH. He urged parents to embrace madrasas as institutions of holistic learning. Every day when he steps outside his house, Naumani helps his community understand that the lessons in Ti-N make their children better prepared for a healthy and positive life in the future.
Positive Masculinity in Madrasas: Altamash’s Story
Altamash sat in a semicircle with his friends, his heart pounding with a mix of excitement and apprehension. The topic of substance abuse was a sensitive one, and as his classmates enacted their roles in the play, he could not help but chuckle at the exaggerated portrayal of the ‘big, bad influence’ urging him to indulge. "Just once man, try it!" his friend pleaded, his voice dripping with temptation. Altamash firmly shook his head, his resolve unwavering, "Not even once. No means no!" he responded, with conviction.
This is just one example of life-skills being taught at the Madrasas. The graded module, "Dareecha-e-Aagahi," developed as a collaborative effort led by Jamia Millia Islamia with technical assistance of UNFPA India, Maulana Azad National Urdu University, Bihar State Madrasa Education Board, religious institutions, scholars and seminaries. These modules, using interactive methods like role-plays and games, cover a wide range of topics, including maintaining good health and well-being and understanding puberty. They also emphasize the importance of healthy relationships and the difference between beneficial and harmful behaviors.
"They teach us how to manage our emotions," Altamash explained, "That's why I was able to help my sister."
"Earlier I used to get angry very easily, now I drink a glass of water (as advised by the teacher), calm myself and actually listen. When I understood her desire to continue her studies and how it would help her, I advocated for her to my father. She is now going to complete her education and I am so proud of her."
"I truly believe girls can achieve anything boys can," Altamash said. "They should not be dependent on anyone. They should have the opportunity to earn and contribute to society. After all, girls are the future."
A Mother's Legacy: Empowering Muskaan with Choice
The introduction of T-i-N was met with initial skepticism, a natural response to the unfamiliar. Teachers, accustomed to traditional curriculums, were apprehensive about incorporating topics like menstruation. Parents, too, harbored reservations, fearing that modern subjects might dilute the cultural and religious values they cherished. However, as time passed, this hesitancy gave way to hope.
Witnessing their children's remarkable growth, parents like Farhana Parveen began to see the positive impact of the Madrasa's approach. Muskaan, her daughter, has blossomed under the guidance of her teachers, developing a strong sense of discipline and confidence that her mother deeply values in the Madrasa Islamia Anjuman Mufidul Islam in Patna.
When asked why she sent her daughter to the Madrasa, Farhana smiled and said, “Well we need the girls to be doing as well as the boys, don't we?” As a former teacher herself, she believes that education is transformative in a way nothing else can ever be. She also said, "She can become anything she wants."
"It is not about what I want for her, it's about what she wants for herself. I send her here (the Madrasa) so she can become independent in her thoughts and actions, apart from learning how to read and write in Urdu."
Farhana also appreciates the regular parent-teacher meetings (PTM) that have become a part of the structure of the Madrasa. She says that she is able to learn where her child needs help better. "I work very hard on her, I want to make sure she succeeds. The PTMs help me keep a track of her progress."
When asked about her future aspirations, Muskaan's eyes lit up as she declared her desire to become a banker. The programme and her mother have ignited within her a spark of ambition, the power of choice and a boundless sense of possibility.
Boilerplate
Taalim-i-Naubalighan programme has been implemented successfully in 1,921 government affiliated-aided Madrasas across 34 districts of Bihar State over the last three years (Oct 2020- April 2024).Supported by the Department of Minority Welfare, Bihar (DoMW), Bihar State Madrasa Education Board (BSMEB), and implemented by United Nations Population Fund (UNFPA) in partnerships with Jamia Millia Islamia University and the Maulana Azad National Urdu University, the programme has benefitted over 2,50,000 adolescent girls and boys by equipping them with essential life skills education.
