about the Indian education in mediaeval period
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India witnessed a large number of Mohammedan invasions in the beginning of the eighth century A. D. Mahmud of Ghazni invaded India and established a large number of schools and libraries in his own country by the looted wealth.
Medieval period witnessed a radical transformation in the Indian subcontinent. The country was invaded by various foreign rulers and several traders from around the world came and settled in the country. The tradesmen and the invaders brought with them their own cultures and intermingled with the people of the each district of the state. Besides, religion, society and culture, Education in medieval India also experienced a new perspective. The Mughal rulers came to India and established their rule, Education developed with a fresh aspect during that period as there was an excellent interaction between Indian and Islamic traditions in all fields of knowledge like theology, religion, philosophy, fine arts, painting, architecture, mathematics, medicine and astronomy.
Later on when the Muslim rulers established permanent empire in India, they introduced a new system of education. Consequently the ancient system of education was greatly changed. In fact, the education during the Muslim period was much inferior than that of the Hindu period. No Muslim ruler except Akbar did commendable works in the field of education. Education in medieval India flourished mostly during the Mughal rule from the beginning of 1526 until the end of Mughal political presence in 1848
However, before the advent of the Muslims in India, there was a developed system of education, but Education in medieval India was shaped with the founding of the institutions of learning. Muslim rulers promoted urban education by bestowing libraries and literary societies. They founded primary schools (maktabs) in which students learned reading, writing, and basic Islamic prayers, and secondary schools (madrasas) to teach advanced language skills In India. Several Madrasahs were set up by Sultans, nobles, and their influential ladies. The main objective of these Madrasahs was to train and educate scholar who would become eligible for the civil service as well as performing duties as judge
The grants, which were given to ulama in the form of Madad-e-Ma’ash (financial support) lead to the foundation of many madrasahs. The education was given in Sufi centers also. This trend of education continued during the Khilji Dynasty. Though Alauddin himself was uneducated and it was proved as a threat to the future of his dynasty. However, Delhi continued to project as an important center of knowledge, scholars and writers. Due to the influence of Hz. Nizamuddin, there was demand for religious and mystic teachers as well.
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(5) Language: Arabic and Persian languages were mostly compulsory. For getting high government posts, one had to learn these languages.
(6) Fees: There were several village schools where the students were required to pay their instructions, not in cash but in kind.
(7) Orphanages: The state set up some Orphanages where the children received education free of charge. Vast endowments were made for these orphanages.
Aims of Education
Aims of education:
(a) Developing love for Muslim culture and religion.
(b) Enabling the individual for Islamic life.
(c) Preparing the students for the next world.
(d) Equipping the students for a vocation.
(e) Preparing individuals for running administration.
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