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Aug 3, 2024, 1:33:50 AM8/3/24

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OSBME 2024 is a state level madrasa education board in India. The name of the Odisha madrasa board is OSBME. It stands for Odisha State Board of Madrasa Education. The OSBME board looks after all schooling, teaching, and exams in madarsa schools in Odisha. Education is imparted for Moulvi (Secondary), Mahir (Senior Secondary), Alim Pre Degree, Alim Final Degree, Fazil-E-Hadith, Fazil-E-Urdu. Now here at Aglasem you can get OSBME result, syllabus, sample paper, previous year question papers, books, date sheet, and admit card. If you are studying in a Odisha board madrasah school, then these study material are very important for you.

Madrasah is referred to institution specially designed for Islamic education and culture. Madrasah education commenced from the time of Hazrat Muhammad (Sm). He set up Darul Arqam at the foot of Makkah's Safa hill, Suffa Residential Madrasah and Darul Qurrah Madrasah on the north-eastern side of Masjid-e-Nababi after performing Hizrat (emigration to Medina). Besides, the Masjid-e-Nababi (622 AD) and 9 other mosques of Medina were also used as education centres. Among the Caliphs, Hazrat Omar (R) and Hazrat Ali (R) set up two large madrasahs at Basra and Kufa. During the Umayyad rule, large mosques were used as Madrasahs. The Abbasid rulers used to patronise Madrasah education. Apart from constructing Mosque-based madrasahs, they also built separate madrasahs. Primary education at mosques for children was compulsory at that time.

Madrasah education was introduced in Bengal during the Sultani era (1210-1576). Many madrasahs were set up in Bengal during that period. Among these, the Madrasah of Moulana Takiuddin Arabi at Mohisantosh is the oldest. In 1248, Sultan Nasiruddin, Badaruddin Ishaque, Minhazuddin, Nizamuddin Damiski and Shamsuddin Khawarizmi prepared a curriculum for madrasah education, which remained effective for one century.

Moulana Abu Tawama set up a madrash at Sonargaon in 1278, and it was the biggest madrasah in the then Bengal. Sultan alauddin husain shah (1494-1519) established many madrasahs in Gaur and Maldaha. The madrasah curriculum during the Sultani era included Arabic, Nahu, Saraf, Balagat, Manatik, Kalam, Tasauf, literature, Fiqah and Philosophy.

The scope of madrasah education was expanded during the Mughal era by including various branches of knowledge and science. At that time, Astronomy, Mathematics, Geography, Accounting, Agriculture, Public Administration, Biology, Zoology, Fine Arts etc were incorporated into madrasah education in phases.

At present, there are three systems of madrasah education in Bangladesh. Besides the traditional maktabs, mosque-based madrasah education system, the aliya madrasah system was introduced in Bengal after the establishment of Kolkata' Aliya Madrasah in 1780 and the Quaumi Madrasah system was introduced after the establishment of Chittagong Darul Ulum Moyeenul Islam Madrasah in 1899.

Aliya Madrasah is basically an institute for higher education run according to the curriculum and syllabus framed by an education commission constituted by the government. There are five stages in Aliya Madrasah, namely, Ibtedayi (primary, 5 year long), Dakhil (secondary, 5 year long), Alim (higher secondary, 2 years), Fazil (undergraduate, 2 years) and Kamil (post-graduate, 2 years). Total length of Madrasah education is therefore 16 years. At the Kamil (post-graduate) level, degree is awarded after 2 years of education in Tafsir, Hadith, Fiqah, Arabic literature and Mujabbid branches. There are two types of Aliya Madrasah in Bangladesh. The Madrasahs run by the government are known as Government Aliya Madrasah, while those approved by and receiving grants from the government are called Private Aliya Madrasah.

The Aliya Madrasahs of Bangladesh have been established in conformity with the Kolkata Aliya Madrasah. After the establishment of Kolkata Aliya Madrasah, the government formed committees at different junctures for reforming the Aliya Madrasah. The board of directors of the madrasah introduced its educational curriculum and syllabus in 1791, ten years after its inception. This syllabus was implemented in all Madrasahs affiliated to Kolkata Aliya Madrasah in Bengal (including Assam), Bihar and Orissa. The committee brought some amendments to Kolkata Aliya Madrasah in 1869. The committee headed by Justice Norman brought some changes to Madrasah education in Bengal in 1871. The Dhaka Madrasah (presently government kobi nazrul college), Chittagong Darul Ulum Mohsinia Madrasah (at present Government mohsin college) and Rajshahi Madrasah (presently Rajshahi Government Madrasah) were established in 1873 with funding from the mohsin fund.

The Hunter Committee report of 1882 was implemented in 1884. In 1907, the Kolkata Aliya Madrasah was given permission to open 3-year Title (equivalent) classes. The Mohammedan Education Advisory Committee headed by A H Hurley recommended some measures in 1910 to bring about some reforms in Madrasah education system.

The curriculum prepared by the Mohammedan Education Advisory Committee headed by Principal Shamsul Ulama Abu Nasar Wahid recommended the use of old scheme and new scheme system in 1914 and this was implemented in 1915. Two types of new scheme madrasahs styled junior and senior were introduced with the goal of making the Muslims interested in receiving English education. The Junior Madrasahs taught up to class five while the Senior Madrasahs taught up to class ten. The Senior Madrasahs were brought under the purview of government assistance and English was made compulsory for them. The Muslim students became especially interested to receive education at new scheme Madrasahs in order to get government jobs.

In 1927, the Shamsul Huda Committee recommended to conduct the central examinations of old scheme Senior Madrasahs in Bengal and Assam under the Madrasah Education Board like Alim, Fazil and Fakhrul Muhaddisin examinations. The syllabus for Kamil formulated by the committee recommended inclusion of subjects like Siah Sitta (Bukhari, Muslim, Nasau, Tirmizi, Ibne Maza, Abu Daud), commentaries on Asulul Hadith, Tafsirul Baizabi, Tafsirul Kashshaf, Tafsirul Kabir and Tafsirul Mazmuul, Fiqah, Mantik, History of Islam etc.

A Madrasah Education Board styled Board of Central Madrasah Examinations, Bengal was constituted in 1927 with the Assistant Director of Mohammedan Education as its chairman and the principal of Kolkata Aliya Madrasah as the Registrar. The Madrasah Education Board was linked to the madrasah-e-aliya as a government organisation from 1927 to 1979.

The Momen Committee or the Muslim Education Advisory Committee of 1931 and the Mawla Bakhsh Committee of 1938-40 made recommendations for reforming the education system of Aliya Madrasah. The recommendations put forward by the Syed Moazzamuddin Hossain Committee of 1946 for reforms and improvements in Madrasah education were implemented from 1 July 1947. The following topics were included in the Hadith section of Kamil class in those recommendations: Siah Sitta, Nukhbatul Fiqr, Tafsirul Baizabi, Tafsirul Kashshaf, Al-Itkan, History of Islam, and History of Hadith Discipline. The following topics were included in the Fiqah section of Kamil class: Fiqah, Asule Fiqah, Hadith, Kalam, History of Islam and History of Fiqah Discipline. The following sections were included in the Adal section of Kamil class: Ancient and Modern Prose, Poetry, History of Islam, History of Arabic Literature, Literary Criticism etc.

Many madrasahs including government approved Aliya Madrasahs and those receiving grants from the board sprang up in East Bengal, including the Madrasah-e-Aliya Dhaka, Sylhet Government Aliya Madrasah and Bogra Government Aliya Madrasah, In accordance with the 1947 curriculum of Aliya Madrasah. When the Madrasah-i-Aliya was shifted to Dhaka after the partition of India in 1947, the Madrasah Board examinations were conducted by Dhaka University in 1948. The East Bengal Education System Reconstruction Committee' headed by Akram Khan (1949-51), The Ashrafuddin Chowdhury Committee of 1956, Ataur Rahman Education Reform Commission of 1957, M M Sharif National Education Commission of 1958, Islamic Arabic University Committee of Dr S M Hossain (1963), Madrasah Review Committee headed by Imamuddin Chowdhury (1969), Bangladesh National Education Commission of 1972-73 and the Madrasah Education Reform Committee of 1973 made various recommendations for the improvement of Madrasah education.

National curricula and multidimensional syllabus were introduced in government controlled Aliya Madrasahs in 1975 in the light of the recommendations made by the Qudrat-e-Khuda Committee. This syllabus was made effective in the Alim examination held in 1978 and the Fazil examination held in 1980. Apart from the text-books selected for madrasahs in those two classes, all courses of SSC and HSC were included at Alim and Fazil levels, thereby giving them status equivalent to SSC and HSC respectively. This committee introduced science education in Madrasahs.

A Senior Madrasah Education System Committee was formed in 1978 headed by Professor Mustafa Bin Quasem. The Madrasah Education Board was converted into an autonomous body on 4 June 1979. The Director of public instruction Baqui Billah Khan was appointed its first Director.

In the light of the recommendations made by the committee of Mustafa Bin Quasem, the following adjustments were made between various levels of general madrasah education in 1984: Ibtedayi (primary 5 years), Dakhil (secondary 5 years), Alim (higher secondary 2 years), Fazil (undergraduate 2 years), and Kamil (postgraduate 2 years); total 16 years. The syllabus formulated by this committee was made effective in 1985. Dakhil was given the equivalence status of SSC and Kamil of HSC by including all courses of SSC and HSC levels in addition to those prescribed for Madrasah education. As madrasah education has been linked to general education, the students can now seek admission to colleges or universities after finishing madrasah education. But as Fazil (undergraduate) and Kamil (postgraduate) degrees were not linked to general education degrees, the students could obtain equivalence for getting jobs in schools or madrasahs, but not in other areas.