21-October-2024-Editorial

MADRASAS IN INDIA AND RECENT DEVELOPMENTS

The National Commission for Protection of Child Rights (NCPCR) has raised concerns about the education provided in madrasas, claiming that it fails to meet the requirements set by the Right to Education (RTE) Act.

The NCPCR argues that madrasa textbooks focus heavily on Islamic teachings and lack a comprehensive educational framework.

What is a Madrasa?

The term “madrasa” comes from Arabic and refers to educational institutions primarily dedicated to Islamic studies.

• Historical Context:

• In the early days of Islam, mosques served as educational centers.
• By the 10th century, madrasas emerged as independent institutions offering both religious and secular education throughout the Islamic world.

• Geographical Roots: The earliest known madrasas were established in regions like Khorasan and Transoxania, which include parts of modern-day Iran, Central Asia, and Afghanistan.
• Student Support: Larger madrasas often provide boarding facilities for students from economically disadvantaged families.

Recent Developments Related to Madrasas in Uttar Pradesh

• Judicial Ruling: In March 2024, the Allahabad High Court ruled that the Uttar Pradesh Board of Madarsa Education Act, 2004, is unconstitutional, as it violates the principle of secularism and the fundamental rights guaranteed by Article 14 (right to equality).
• NCPCR Submission: In light of the High Court’s decision, the NCPCR appealed to the Supreme Court, suggesting that all children, regardless of religion, should be removed from madrasas and enrolled in formal schools to receive a foundational education in line with the RTE Act, 2009.
• Examination Statistics: Approximately 169,000 students sat for examinations conducted by the Uttar Pradesh Madrasa Education Board in 2023, which are equivalent to Class 10 and 12 levels in mainstream education.
• Comparison with Other Education Systems: Uttar Pradesh also has a separate board for Sanskrit education that operates alongside the madrasa system.

Uttar Pradesh Board of Madarsa Education Act, 2004

• Purpose: This Act was created to regulate madrasa operations, including their establishment, recognition, curriculum, and administration.
• Supervisory Body: The Act led to the formation of the Uttar Pradesh Board of Madarsa Education, tasked with overseeing madrasa activities in the state.

Current State of Madrasas in India

• Number of Institutions: As of 2018-19, India had 24,010 madrasas—19,132 recognized and 4,878 unrecognized.

• Recognized madrasas are affiliated with state madrasa education boards.
• Unrecognized madrasas follow curricula from well-known seminaries like Darul Uloom Nadwatul Ulama and Darul Uloom Deoband.

• State Distribution: Uttar Pradesh has the highest number of madrasas (11,621 recognized and 2,907 unrecognized), accounting for 60% of the country’s total. Rajasthan ranks second with 2,464 recognized madrasas.
• Absence in Some States: Some states and Union Territories, such as Delhi, Assam, Punjab, Tamil Nadu, and Telangana, do not have recognized madrasas.

Types of Madrasas in India

Madrasa Darse Nizami:

• Operate as charitable institutions and do not follow the state education curriculum.

Madrasa Darse Aliya:

• Affiliated with state madrasa education boards, following recognized curricula.
• Over 20 states have their own madrasa education boards, managed by respective state governments.

Educational Structure and Curriculum

Educational Pathways:

• Students progress through various levels: Maulvi (Class 10), Alim (Class 12), Kamil (Bachelor’s degree), and Fazil (Master’s degree).

Languages of Instruction:

• Charitable madrasas use Arabic, Urdu, and Persian as mediums of instruction.
• Madrasa Darse Aliya uses textbooks from state textbook corporations or the National Council of Educational Research and Training (NCERT).

Curricular Framework:

• Many madrasa boards have adopted the NCERT curriculum, covering subjects like Mathematics, Science, Hindi, English, and Sociology.
• Students can choose optional subjects such as Sanskrit or Deeniyat (Islamic studies), which includes Quranic teachings and Hindu scriptures.

Funding for Madrasas

Sources of Funding:

• Mainly from state governments, with additional support from the central government through the Scheme for Providing Education to Madrasas/Minorities (SPEMM).

SPEMM Initiatives:

• Quality Education in Madrasas (SPQEM): Focuses on improving educational standards.
• Infrastructure Development of Minority Institutes (IDMI): Aims to enhance infrastructure.

Government Initiatives to Enhance Education

• Sarva Shiksha Abhiyan (SSA)
• Rashtriya Madhyamik Shiksha Abhiyan
• Rashtriya Uchhattar Shiksha Abhiyan (RUSA)
• National Programme on Technology Enhanced Learning
• PRAGYATA
• Mid-Day Meal Scheme
• Beti Bachao Beti Padhao
• PM SHRI Schools

Role of Madrasas in Indian Education System

• Cultural Preservation: Madrasas have historically played a role in preserving Islamic culture and values, contributing to community identity.
• Education Access: They offer educational opportunities for many Muslim children, especially in areas with limited access to formal schools. However, concerns exist regarding the quality of education and lower literacy rates in some communities.
• Ideological Influence: While promoting positive values, some madrasas have been criticized for fostering extremist ideologies, which can lead to social divisions.
• Legal and Funding Concerns: The presence of madrasas raises issues about secularism in education funding, with arguments that public funds should support all educational institutions equally.
• Integration Challenges: Graduates often struggle to integrate into the workforce due to a lack of vocational skills and modern education.

Future Directions for Madrasas

• Vocational Training: Introduce skill development programs to help students acquire practical skills for better job prospects.
• Quality Standards: Establish regulatory frameworks and accreditation systems to ensure compliance with modern educational practices.
• Equitable Funding: Develop funding policies that ensure fair support for all educational institutions, enhancing quality without promoting religious ideologies.
• Community Engagement: Encourage collaboration with parents, community leaders, and NGOs to promote the importance of holistic education and literacy, motivating families to prioritize formal schooling.

These measures are vital for improving the educational landscape of madrasas in India, ensuring that they contribute positively to society while aligning with national educational standards.