Madrasa education is one of the dominant modes of education in Central Asia. Madrasa is supposed as a first cradle of the new inventions of civilizations during middle ages. In India, Madrasa education is contributing towards the revival of education and it is not possible to deny its importance from based on intellectuals, history of the system, and mirror for the light reflection. There are lots of similarities in the normal education system of India and the Madrasa system of India. Madras is no doubt achieving revolution in the educational domain and modern universities (Asma & Shazli, 2015). They were centers of scientific innovations and subjects. Such kind of centers often provide scholarships to scholars and to inspire the educational system. Madrasas of India are initiating new renewal and a proper harbinger for the inventions.  According to the assessment of the Indian government, there are more than 960 Madrasas in India.  This survey includes Maktabs and Pallidars. Therefore, it is somehow difficult to admit that the survey of government was accurate. Present work aims to research the evaluation and investigation of quality culture in the Madrasa education system of India. The analysis conducted in the present research will conclude the efficiency and effectiveness of Madrasa education in India (Ismail, Shafi, & Ahamad, 2015; Asma & Shazli, 2015).

1.1         Statement of Problem/Topic of A Quality Culture Assessment of the Madrasa Education System in India
1.2         Research questions or hypothesis of A Quality Culture Assessment of the Madrasa Education System in India
1.3         Significance of the Problem of A Quality Culture Assessment of the Madrasa Education System in India
1.4         Limitations/Delimitations as applicable of A Quality Culture Assessment of the Madrasa Education System in India
1.5         Definition of Terms (100) of A Quality Culture Assessment of the Madrasa Education System in India
2           Data Collection - Literature Review of A Quality Culture Assessment of the Madrasa Education System in India
3           Main analysis of A Quality Culture Assessment of the Madrasa Education System in India
3.1         Data/information obtained - from the literature review of A Quality Culture Assessment of the Madrasa Education System in India
3.2         Data analysis of A Quality Culture Assessment of the Madrasa Education System in India
4           Results/Findings of A Quality Culture Assessment of the Madrasa Education System in India
4.1         Summary of Findings/Conclusion on A Quality Culture Assessment of the Madrasa Education System in India
4.2         Recommendations for Future Research of A Quality Culture Assessment of the Madrasa Education System in India
5           References of A Quality Culture Assessment of the Madrasa Education System in India

                The study is not one dimensional, the research will consider a compete for a baseline survey of all the Madrasas in India. The research will identify the diversity in the educational system and future endeavors of the Madrasa system in India. The complete research survey will be conducted based on community participation, infrastructure, innovative activities, teaching environment, integration of the religious and secular education, and facilities provided to the students by the administration of Madrasas. The main aim of the research is to conduct a quality culture assessment of the Madrasa Education System in India.

                In the present work, a unique empirical study will be conducted that completely focuses on the quality dimensions of Madrasa education system in India. The madrasa education system is one of the largest networks that undergo vast social and cultural context (Ismail, Shafi, & Ahamad, 2015). The ultimate aim of the present research is to identify,

1.      Transformation of culture

2.      Preservation of the culture

3.      Transmission of the culture to the students in the Madrasa education system of India.

                The research will collect the opinions of students, pupils, and teachers of Madrasa systems to access the information. The main aim is to identify the quality of education served to the students even in the absence of basic facilities and infrastructure of many madrasas of India. It is often considered as students of madrasas are kept away from the public domain and they are cut off from the mainstream of society (Asma & Shazli, 2015). The research will identify the level of negative image and the real image of the educational system in Madrasas. The enigma remained behind these madrasas often portrait as an atmosphere of terror or sometimes fear. The misconception will be cleared by the research and by identifying the cultural system of Madrasas (Basheer, 2013).

                The research is limited to the cultural system of madrasas of India. It does not consider the punitive actions taken by madrasas as some type of prisons. The research will not justify the punishment system of students, severe stress faced by students, ignorance, and mediocrity of students and their peers. The research will not look at the problems of besetting education system and limited vision of education presented in Madrasas (Basheer, 2013).

1.      NGO – Non-government organization

2.      ADB - Asian development bank

3.      FCRA - Foreign contribution regulation act

4.      GER – Gross enrolment ratio

5.      MOM – Modernization of Madrasa scheme

6.      USE - Universalization of Secondary Education

7.      NPE - National Policy on Education

8.      TQM - Total quality management (Basheer, 2013)

                In India, the madrasa education system is unique and old. This educational system was initiated by Muslims during the medieval period in which the madrasa education was one of the prominent centers for the learning process (Asma & Shazli, 2015). The Indian history of Madrasa education was started with the region of first Turkish sultan Qutubuddin Aibek. In the present scenario, several thousand schools are spreading over India including Maktabs, Madrasa, Darul Quran, and Jamia. The institutes are facing controversy due to a particular pattern of education and terms, several funding and intake, and infrastructure. The research conducted by (Ismail, Shafi, & Ahamad, 2015) concluded that the Indian constitution is making harmonious development and provisions for the education system. In the present research, the main data about the cultural diversity and preservation of culture in Madrasas is collected from the previous researches and literature. The study elaborates the previous researches and concludes the diversity in culture of Madrasas in India (Ismail, Shafi, & Ahamad, 2015).

            The research ensures the matter of public development and education system development when compared to previous literature and researches. Based on previous researches, it can be used for expression, faith, public employment, and freedom of movement. In this research, eradication of literacy, quality of education, basic services to students, community driving factors, and educational outcomes are considered.

             The data is collected from the literature review in the form of information. The change with relation to time is spectacular in the syllabus and educational system. The reforms in culture and curriculum are incorporating a positive impact on the madrasas of India. The upgrading system is appreciable for the instructional strategy of Madrasas. The shift in old methods towards the conversational, competence and comprehensive education is considerable. The benefits from the cultural diversity and strategies of Madrasas system is evident from the preserved researches and documents (Ismail, Shafi, & Ahamad, 2015).

            The data is collected from previous literature and British library. The data is also collected by visiting the Madrasas, neighborhood residents, and by having interaction with the faculty or students of these Madrasas. In this research, data is collected from journals and books

                The research shows, unlike all the universities and educational institutes of India, Madrasas are neither member of the association of Indian Universities nor the degrees offered by them are recognized by the association. The madrasas are providing primary religious education to the students but it is important to have a focus on e-learning process for the next generation. The teaching methodology is different but requires new strategies related to personality development training and the establishment of central madrasa teaching programs. The short terms courses are offered to the students, but they are far away from the modern subjects. The madrasas are playing an important role in cultural preservation, but it is need of time to modify the teaching programs with scientific knowledge (Ismail, Shafi, & Ahamad, 2015; Wani, 2012).

            Madrasas are playing a crucial role in the effective development of the community of India. There are many dynamics and mainstreams of Indian society that develop tolerance and pluralism with the preservation of culture, language information, and the existence of religious notes. The syllabus of madrasas is not evolving any kind of adaptation for challenges and opportunities for their students to move on from the mainstream platform of Madrasas. To accomplish the state of art education in Madrasas, it is highly recommended to work on infrastructures, the concept of education, and encouragement to use new technology in society. The teaching of science, math, and computer is highly required. The graduate training teachers should be appointed as faculty members to keep the educational system flowing with new dimensions (Ismail, Shafi, & Ahamad, 2015).

            The globalization is considered as on its march with the privatization and liberalization of education. The impact of globalization on the field of education is drastic as it brings variation in the cultural aspects of education and implements a high-quality healthcare system in society. One of the major informal variations is observed in the Madrasa system of India. In the future, Madrasas con contributes to literacy, preservation of the cultural identity, and freedom movements (Ismail, Shafi, & Ahamad, 2015). Therefore, it is important to immediate measures in the transformation of the madrasa system. It is important to implement accurate curriculum revision, an adaptation of Information technology, empowerment of teaching faculty and programs. Based on these schemes, there are various methods to conduct future research on the quality assessment of the Madrasa system of India. The future research can consider the implementation of rejuvenation programs, formulation of new means to enhance education system of Madrasa, and on the identification of the impact of globalization on the Madrasa system of India (Wani, 2012; Asma & Shazli, 2015).

 References of A Quality Culture Assessment of the Madrasa Education System in India

Asma, S., & Shazli, T. (2015). Role of Madarsa Education in Empowerment of Muslims in India. Journal Of Humanities And Social Science, 20(02), 10-15.

Basheer, K. M. (2013). FUTURE OF INDIAN MADRASAH EDUCATION IN THE GLOBALIZED WORLD. Cultural Advancement, 01(01), 01-10.

, T., Shafi, L., & Ahamad, T. (2015). A Study on Madrasa Education System of Karnataka. International Journal of Educational Planning & Administration., 05(01), 31-39.

Wani, H. (2012). Madrasah Education in India: A Need for Reformation. ATIKAN, 02(02), 235-240.