Challenges in Madarsa Education | 19 Oct 2024

Source: HT

Why in News?

Recently, the National Commission for Protection of Child Rights (NCPCR) has submitted before the Supreme Court that the curriculum imparted in madrasas lacks comprehensiveness and thus contravenes the mandates of the Right to Education.  

• The Commission contends that the textbooks utilised in these institutions promulgate teachings centered on the doctrinal primacy of Islam.
• Madrasa, derived from Arabic, refers to an educational institution primarily associated with Islamic teachings.

What are the Recent Development Related to Madrasas? 

• Supreme Court (SC) Interim Verdict:
  • SC states that Section 1(5) of the RTE (Right to Education) Act says that “Nothing contained in this Act shall apply to Madrasas, Vedic Pathshalas and educational institutions primarily imparting religious instruction.”
  • A law per se regulating an institution belonging to a particular community does not ipso facto [by the fact itself] offend the principle of secularism.
• Uttar Pradesh:
  • The Allahabad High Court judgement dated March 2024, declared Uttar Pradesh Board of Madarsa Education Act, 2004, as “unconstitutional.” 
  • The Court's ruling was based on the premise that the Act contravened “the principle of secularism” enshrined in the Constitution and violates fundamental rights guaranteed under Article 14 (right to equality before the law). 
  • The NCPCR made its submission to the Supreme Court in response to a set of appeals challenging a verdict by the Allahabad High Court. 
    • NCPCR has recommended that all Muslim and non-Muslim children be removed from Madrasas and enrolled in schools to receive fundamental education as per the RTE Act, 2009.
• Assam:
  • In 2023, the Assam government reclassified 1,281 madrasas as "Middle English" (ME) schools, following their transformation into general schools under the State Directorate of Elementary Education.
    • This initiative aims to foster uniformity and inclusion within the state's education system.

What is the State of Madrasas in India?

• Number of Madrasas in India: 
  • As of 2018-19, India had a total of 24,010 madrasas, of which 19,132 were recognised, while 4,878 remained unrecognized. 
    • Recognised madrasas are affiliated with state madrasa education boards, while unrecognized madrasas follow curricula set by prominent seminaries such as Darul Uloom Nadwatul Ulama (Lucknow) and Darul Uloom Deoband. 
  • Uttar Pradesh has the largest share of madrasas in the country, with 11,621 recognised and 2,907 unrecognized institutions, representing 60% of India's total madrasas. 
    • Rajasthan had the second highest number of madrasas, with 2,464 recognised and 29 unrecognized. 
    • Certain states and Union Territories, including Delhi, Assam, Punjab, Tamil Nadu, and Telangana, reported having no recognised madrasas. 
• Education and Curriculum: 
  • Curriculum: Education in madrasas mirrors the structure of mainstream school and higher education, with students progressing through various levels like Maulvi (equivalent to Class 10), Alim (equivalent to Class 12), Kamil (equivalent to a Bachelor’s degree), and Fazil (equivalent to a Master’s degree). 
  • Medium of Instruction: The medium of instruction in charitable Madrasa Darse Nizami includes Arabic, Urdu, and Persian, while Madrasa Darse Aliya uses textbooks either published by state textbook corporations or prescribed by the National Council of Educational Research and Training (NCERT). 
    • A significant number of madrasa boards across India have adopted the NCERT curriculum, with compulsory subjects such as Mathematics, Science, Hindi, English, and Sociology. 
  • In addition to the core subjects, students can choose an optional paper, selecting either Sanskrit or Deeniyat (religious studies, including the Quran and other Islamic teachings). The Sanskrit paper includes Hindu religious scriptures and teachings. 
• Funding: 
  • The primary source of funding for madrasas comes from the respective state governments, with supplementary support from the central government under the Scheme for Providing Education to Madrasas/Minorities (SPEMM). 
    • SPEMM offers financial assistance to madrasas and minority institutions across the country, facilitating their educational development and support. 
    • It has two sub-schemes:  
      • Scheme for Providing Quality Education in Madrasas (SPQEM): It focuses on improving educational standards. 
      • Infrastructure Development of Minority Institutes (IDMI): It  addresses infrastructure enhancement. 
    • In April 2021, SPEMM was transferred from the Ministry of Minority Affairs to the Ministry of Education for more streamlined administration.

What is the Role of Madrasas in the Indian Education System? 

• Cultural Preservation: Historically, Madrasas have served to preserve and transmit Islamic culture, beliefs, and values among Muslim communities in India, fostering a sense of identity and community. 
• Education and Literacy: They provide an educational platform for many Muslim children, particularly in areas where access to formal schooling is limited.  
  • However, concerns exist regarding the quality of education and the comparatively lower literacy rates among Muslim communities, with many students unable to progress beyond secondary education. 
• Influence on Ideology: While Madrasas can promote positive values, some have been criticized for fostering extremist ideologies and anti-national sentiments, potentially contributing to social divisions and communal tensions within the country. 
• Legal and Funding Issues: The existence of Madrasas raises questions about secularism and equality in education funding.  
  • Critics argue that public funds should not be used to support religious education without equally funding other religions to ensure uniformity and adherence to secular principles. 
• Challenges to Integration: Many graduates of Madrasas face difficulties in integrating into the broader workforce due to a lack of vocational skills and modern education. The educational approach often leads to isolation from mainstream society, hindering opportunities for upward mobility and social cohesion.

What are the Issues related to the Madrasa's Education? 

• Quality of Education: Many madrasas offer a curriculum that primarily focuses on religious education, often lacking in subjects like mathematics, science, and languages.  
  • This can lead to gaps in students' overall academic development and limit their opportunities for further education and employment. 
• Regulatory Challenges: A significant number of madrasas operate without proper government oversight or regulation. This lack of regulation can result in varying quality of education, and in some cases, inadequate facilities. 
• Socioeconomic Factors: Madarsa education is often associated with marginalized communities, where families may opt for these institutions due to economic constraints. This can perpetuate cycles of poverty and limit socioeconomic mobility. 
• Extremism and Radicalisation: Some madrasas have been criticised for promoting extremist ideologies or fostering radicalization.  
• Limited Vocational Training: Most madrasas do not provide vocational training or skills development programs. This limits students' practical skills and employability, further hindering their integration into the broader workforce. 
• Gender Disparities: Many madarsas have historically been male-dominated, with fewer opportunities for female students. This can exacerbate gender disparities in education and limit women's participation in society . 
• Inadequate Infrastructure: Many madarsas suffer from poor infrastructure, including inadequate classrooms, lack of libraries, and insufficient educational materials. This can significantly affect the learning environment . 
• Resistance to Modernization: There can be resistance within some madarsas to adopting modern educational practices for integrating technology, which can hinder the overall development of students . 

Way Forward

• Vocational Training: Introduce vocational and skill development programs within Madrasas to equip students with practical skills that enable them to compete effectively in the job market. 
• Holistic Development: To ensure the right to education for all, public institutions must expand quality formal education that combines moral learning and skill development, while reducing dependence on informal and religious education systems.
• Quality Standards and Accreditation: Establish regulatory frameworks and quality standards for Madrasas, including an accreditation system to ensure compliance with modern educational practices. 
• Equitable Funding: Implement fair funding policies that support all educational institutions, ensuring that public funds enhance educational quality and infrastructure without promoting religious ideologies. 
• Community Engagement: Foster awareness and collaboration with parents, community leaders, and NGOs to emphasize the importance of holistic education and literacy, encouraging families to prioritize formal education for their children.