Development of education in Muslim era:

Development of education Islam placed a high value on education, and, as the faith spread
among diverse peoples, education became an important channel through which to
create a universal and cohesive social order. By the middle of the 9th century,
knowledge was divided into three categories: the Islamic sciences, the philosophical and
natural sciences (Greek knowledge), and the literary arts. The Islamic sciences, which
emphasized the study of the Qurʾān  and the Ḥ adīth  and their interpretation by leading
scholars and theologians, were valued the most highly, but Greek scholarship was
considered equally important, albeit less virtuous.

Early Muslim education emphasized practical studies, such as the application of

technological expertise to the development of irrigation systems, architectural
innovations, textiles, iron and steel products, earthenware, and leather products; the
manufacture of paper and gunpowder; the advancement of commerce; and the
maintenance of a merchant marine. After the 11th century, however, denominational
interests dominated higher learning, and the Islamic sciences achieved preeminence.
Greek knowledge was studied in private, if at all, and the literary arts diminished in
significance as educational policies encouraging academic freedom and new learning
were replaced by a closed system characterized by an intolerance toward scientific
innovations, secular subjects, and creative scholarship. This denominational system
spread throughout eastern Islam from Transoxania to Egypt, with some 75 schools in
existence between about 1050 and 1250.

The renaissance of Islamic culture and scholarship developed largely under the ʿAbbāsid
administration in eastern Islam and later under the Umayyads in western Islam, mainly
in Spain, between 800 and 1000. This latter period, the golden age of Islamic
scholarship, was largely a period of translation and interpretation of Classical thoughts
and their adaptation to Islamic theology and philosophy. The period also witnessed the
introduction and assimilation of Hellenistic, Persian, and Hindu mathematics,
astronomy, algebra, trigonometry, and medicine into Muslim culture.

Ghazi dynasty:

Mughal dynasty:

The credit for organizing education on a systematic basis goes to Akbar , a contemporary
of Queen Elizabeth I of England and undoubtedly the greatest of Mughal emperors. He
treated all his subjects alike and opened a large number of schools and colleges for
Muslims as well as for Hindus throughout his empire. He also introduced a few
curricular changes, based on students’ individual needs and the practical necessities of
life. The scope of the curriculum was so widened as to enable every student to receive
education according to his religion and views of life. The adoption of Persian as the
court language gave further encouragement to the Hindus and the Muslims to study
Persian. Akbar’s policy was continued by his successors Jahāngīr and Shah Jahān. But his
great-grandson Aurangzeb (1618–1707) changed his policy with regard to the education of the
Hindus. In April 1669, for instance, he ordered the provincial governors to destroy Hindu
schools and temples within their jurisdiction; and, at the same time, he supported Muslim
education with a certain religious fanaticism. After his death, the glory of the Mughal empire
began gradually to vanish, and the whole country was overrun by warlords.During the Mughal
period, girls received their education at home or in the house of some teacher living in close
proximity. There were special arrangements for the education of the ladies of the royal
household, and some of the princesses were distinguished scholars. Vocational education was
imparted through a system of apprenticeship either in the house of ustāds (teachers) or
in kārkhānahs (manufacturing centres).

Lohdi dynasty:
(1451–1526), last ruling family of the Delhi sultanate of India. The dynasty was
of Afghan origin. The first Lodī ruler was Bahlūl Lodī (reigned 1451–89), the most
powerful of the Punjab chiefs, who replaced the last king of the Sayyid dynasty in 1451.
Bahlūl was a vigorous leader, holding together a loose confederacy of Afghan and
Turkish chiefs with his strong personality. Starting with only the control of the
region adjacent to Delhi, Bahlūl extended the effective boundaries of his empire to the
borders of Bengal. This expansion involved the conquest of the powerful kingdoms
of Malwa and Jaunpur. Though twice besieged in Delhi, he finally defeated and partially
annexed Jaunpur in 1479.Bahlūl’s second son, Sikandar (reigned 1489–1517), continued
his father’s expansion policy. He gained control of Bihar and founded the modern city
of Agra on the site known as Sikandarabad. His reign was clouded only by a reputation
for religious bigotry. Sikandar’s eldest son, Ibrāhīm (reigned 1517–26), attempted
to enhance the royal authority. His harshness built up discontent, however, which led
the governor of the Punjab, Dawlat Khan Lodī, to invite the Mughal ruler
of Kabul, Bābur, to invade India. Ibrāhīm was killed at the first battle of Panipat (April
21, 1526), whereupon the loose aristocratic confederacy of the Lodīs dissolved.

Ghori dynasty:

Muhammad Ghori was the first Muslim ruler of India who devoted himself to the cause

of education in India. At Ajmere, he set up some schools, colleges and seminaries for the

spread of Islamic culture and education. He was generous to the men of letters. He took

great pleasure in educating his Turkey slaves. Qutubuddin was one them. He patronised
both literary education as well as practical training in the art of administration or

running the government.