Role of Madarsa in Education System | 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.

What are the Recent Development Related to Madrasas in UP? 

• 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.

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. 
• Categories of Madrasas in India: 
  • Madrasa Darse Nizami: These operate as public charitable institutions and are not required to adhere to the state school education curriculum. 
  • Madrasa Darse Aliya: These are affiliated with state madrasa education boards, such as the Uttar Pradesh Board of Madrasa Education. 
    • Over 20 states in India have established their own madrasa education boards, which are administered by the respective state governments.  
    • Teachers and officials in recognised madrasas under these boards are appointed by the state government. 
• 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. 

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. 
• 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.