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Meeting of the National Monitoring Committee for Minorities’ Education (NMCME)

Date: 05.03.2012 Time: 11.00 A.M. Venue: Banquet Hall, 3rd Floor,  

Ashok Hotel, Diplomatic Enclave, 50-B, Chankyapuri, New Delhi – 110 021.

Agenda and Background Notes

I. Government’s decision and present status of the action taken on the recommendations of the Sachar Committee relating to Minority education.   

1. 1 Decision taken by the Cabinet  

The allocation for setting up women’s hostels in colleges and Universities would be stepped up further during the XI Plan. The University Grants Commission (UGC) would pay special attention to setting up women’s hostels in higher education institutions in Muslim concentration areas. Present status UGC has sanctioned 284 Women’s Hostels during the XI Plan in Minority Concentration Districts/Areas. Out of total allocation of Rs.366.49 crore, Rs.201.55 crore has been released till 15.07.2011. 1.2. Decision taken by the Cabinet  

The trend of the pool of eligible population for higher education increasing faster for SCs/STs than for Muslims will be examined further.   Present Status  

A study is being undertaken by the National University for Education Planning and Administration (NUEPA) to identify causal factors for low enrolment of Muslim minorities at secondary level of education. This study is expected to be completed shortly.  

1.3. Decision taken by the Cabinet  

A more responsive mechanism has already been put in place for granting of minority educational institution status.. The question of equivalence of qualifications acquired from Madarsas for further access to higher education has been engaging the attention of government. Institutions like Aligarh Muslim University, Jamia Millia Islamia University and Jamia Hamdard University already recognize qualifications from Madarsas.   

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Present Status National Commission for Minority Educational Institutions (NCMEI) has been established by an Act of Parliament with the key objective of ensuring that the true amplitude of the educational rights enshrined in Article 30 (1) of the Constitution is made available to the members of the notified religious minority communities, including the Muslims. NCMEI has till date issued 5313 minority status certificates. The certificates/ qualifications of the Madarsa Boards which have been granted equivalence by the State Education Boards to that of their Secondary and Senior Secondary qualification have been equated with corresponding certificates of the Central Board of Secondary Education (CBSE), Council of Board of School Education in India (COBSE) and other School Examination Boards, for the purpose of employment and entry to higher levels of education. Consequential notification by DOP&T has since been issued on 23.2.2010.  

1.4 Decision taken by the Cabinet  

Civil rights centres, initially in Central universities, will be set up to promote the importance of social inclusion.   

Present Status  

The UGC has approved the guidelines for establishment of centres in universities for study of Social Exclusion and Inclusive Policy and sanctioned these centres in 35 universities. Rs.21.53 crores has been released so far. 1280 Equal Opportunity Cells have been established in 51 universities during 2009-10 and 1345 and 1367 such cells were proposed to be established during 2010-11 and 2011-12.    

Department of School Education & Literacy 

1.5 Decision taken by the Cabinet  

The Area Intensive & Madarsa Modernization Programme will be augmented and the scheme revised to enhance the components eligible for assistance under this programme.  

Present Status  

The Area Intensive & Madarsa Modernization Programme has been recast as two schemes namely, the Scheme for Providing Quality Education in Madarsa (SPQEM) and Infrastructure Development of Private Aided/Unaided Minority Institutions (IDMI) (Elementary Secondary/ Senior Secondary Schools). SPQEM 

  During the year 2011-12,out of the budget provision of Rs 150.00 crore, Rs. 92.77 crore has been released for 3733 Madarsas in 6 States ( U.P., J&K, Assam, Karnataka, Chhatisgarh, MP). Release of grant amounting to Rs. 21.28 crore to Maharashtra, Rajasthan, Madhya Pradesh, Karnataka, Chhatisgarh & Uttarakhand is under process.

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IDMI    During 2011-12, out of budget provision of Rs. 50.00 crore under the Infrastructure Development of Private Aided/Unaided Minority Institutions (IDMI), an amount of Rs. 21.88 crore has been released for 117 Institutions in 7 States (Maharashtra, Uttarakhand, Karnataka, Uttar Pradesh, Kerala, Haryana and Sikkim). GIAC meeting held on 8thFebruary, 2012 approved Rs. 15.56 crore as first installment in respect of the proposals of 80 institutions from States like Kerala, Karnataka, Maharashtra, Assam and Mizoram.   

II. Present status of items relating to minority education under PM's New 15 Point Programme   

(Department of Higher Education)  

2.1 Greater Resources for Teaching Urdu  

Academies for Professional Development of Urdu Medium Teachers were started during the 11th Five Year Plan. Academies for Professional Development of Urdu Medium Teachers has been set up at three Central Universities viz. Aligarh Muslim University, Aligarh, Jamia Millia Islamia, New Delhi and Maulana Azad National Urdu University, Hyderabad. The Academy at JMI has trained 1675 teachers. MANUU has trained 3061 teachers. The AMU has conducted 16 Refresher Courses/workshops for Primary/Secondary school teachers and has covered 356 teachers for teaching modern subjects in Urdu medium. An amount of Rs. 4.00 crore for each of these Universities has been sanctioned by UGC for establishment of Academies for Professional Development of Urdu Medium Teachers during 11th Plan.  

 2.2 Residential Coaching Academies 

 

During 11th Five Year Plan, Residential Coaching Academies for Minorities, Women/SCs/STs were started in Aligarh Muslim University, Maulana Azad National Urdu University, Baba Saheb Bhimrao Ambedkar University, Jamia Hamdard and Jamia Milia Islamia. In addition to coaching for entry into Central/State Government jobs/Services, the students are also prepared for private sector jobs and entry into IITs and Medical Colleges. These Academies will initiate subject specific and menu-driven courses so that different options will be available to students for choosing their careers. An amount of Rs. 61.31 crores has been sanctioned for establishment of ‘Residential Coaching Academies for Minorities, Women/SCs/STs’’ in Aligarh Muslim University, Maulana Azad National Urdu University, Baba Saheb Bhimrao Ambedkar University, Jamia Hamdard and Jamia Milia Islamia. An amount of Rs. 30.66 crore has been released by University Grants Commission so far. Jamia Hamdard has admitted 146 (66 in 2010 & 80 in 2011) students , Maulana Azad National Urdu University has admitted 148 (81 in 2010 & 67 in 2011) students, Baba Saheb Bhimrao Ambedkar University has admitted 95 students , Aligarh Muslim University has admitted 96 students and Jamia Milia Islamia has admitted 210 students (100 in 2010 and 110 in 2011). 

 

2.3 Polytechnics   

In the XI Plan, under the Sub-Mission on Polytechnics, the Government of India provides

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Central financial assistance to the State Governments/UTs for setting up of polytechnics in the un-served and underserved districts. A sum of up to Rupees 12.3 crore per polytechnic is provided to the State/UTs, subject to the condition that the land and recurring cost shall be provided by the State Governments/UTs. As per the Scheme criteria, 57 districts out of 90 Minority Concentration Districts are eligible for consideration under the Scheme. So far an amount of Rs.232.67 crore has been released as initial grants for setting up of polytechnics in 46 Districts out of 57 Districts. 

 

2.4. Establishment of Model Degree Colleges  

A new scheme to assist States for establishment of a Model Degree college in each of the 374 identified educationally backward districts having Gross Enrolment Ratio (GER) in higher education lower than the national GER has been operationalised. An amount of Rs.782 crore has been earmarked as the Central Government share in the 11th Five Year Plan for the Scheme. In so far as Minority Concentration Areas/Districts are concerned, 64 such areas/districts have been identified under this scheme. Approval has been granted to 5 model degree colleges in Minority Concentration Areas/Districts out of which an amount of Rs.2.67 crore has been released to 2 colleges. 

  

  

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2.5 Department of School Education & Literacy

Number of KGBVs to be operationalized in districts with substantial minority population

S. NO.

State

No. of KGBVs sanctioned

during 2011-12 including in supplementary

PABs for 2010-11

No. of KGBVs to be operationa-

lised in districts with substantial minority popula-tion during 2011-

2012

Progress of the

Quarter_ (June)

Progress of the

Quarter_ (Sep)

Progress of the

Quarter_ (Dec) 

Cumulative Progress in-cluding the quarter un-der report 

KGBVs Yet to be operationalized (ii-v)

i ii iii iv v vi vii

1 Andaman & Nico-bar 

0 0 0 0 0 0 0 2 Andhra Pradesh 348 0 0 0 0 0 0 3 Arunachal Pradesh 12 1 0 0 1 1 0 4 Assam 31 25 0 9 0 9 16 5 Bihar 146 1 1 0 0 1 0 6 Chandigarh 0 0 0 0 0 0 0 7 Chhattisgarh 0 0 0 0 0 0 0

8 Dadar & Nagar Haveli

0 0 0 0 0 0 0 9 Daman & Diu 0 0 0 0 0 0 0

10 Delhi 0 0 0 0 0 0 0 11 Goa 0 0 0 0 0 0 0 12 Gujarat 23 0 0 0 0 0 0 13 Haryana 27 6 0 0 0 0 6 14 Himachal Pradesh 0 0 0 0 0 0 0 15 Jammu & Kashmir 20 2 0 0 1 1 1 16 Jharkhand 5 3 3 0 0 3 0 17 Karnataka 7 0 0 0 0 0 0 18 Kerala 0 0 0 0 0 0 0 19 Lakshadweep 0 0 0 0 0 0 0

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20 Madhya Pradesh 7 0 0 0 0 0 0 21 Maharashtra 7 0 0 0 0 0 0 22 Manipur 4 4 4 0 0 4 0 23 Meghalaya 8 5 0 0 0 0 5 24 Mizoram 0 0 0 0 0 0 0 25 Nagaland 9 0 0 0 0 0 0 26 Orissa 25 0 0 0 0 0 0 27 Puducherry 0 0 0 0 0 0 0 28 Punjab 19 0 0 0 0 0 0 29 Rajasthan 0 0 0 0 0 0 0 30 Sikkim 0 0 0 0 0 0 0 31 Tamil Nadu 7 0 0 0 0 0 0 32 Tripura 1 0 0 0 0 0 0 33 Uttar Pradesh 292 32 0 32 0 32 0 34 Uttarkhand 2 0 0 0 0 0 0 35 West Bengal 28 28 0 19 0 19 9 Total 1028 107 8 60 2 70 37

10.60 % of sanctions in MCDS 65 * Progress up to Dec 2011-12  

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III. Participation of Muslims in Higher Education: Salient Findings of Research Conducted by NUEPA 

3.1 National Sample Survey 64th Round conducted in 2007-08 presents the information on participation in higher education in terms of social and religious groups. Result shows that the Gross Attendance Ratio (GAR) of Muslims stands at 8.7 percent as opposed to 16.8% GAR of Non-Muslims in higher education. If we compare the GAR of Muslims with other social groups, we observe that it is higher than the GAR of Scheduled Tribes at 6.63 percent and lower than the GAR of Scheduled Castes at 10.65% and much lower than the GAR of Other Backward Classes at 13.67 percent. 

3.2. There is a wide variation in the participation within Hindu community as we move from ST, SC, OBC and others. It varies from 6.26% in the case of ST to 10.52% in the case of SC, 14.27% in the case of OBC to 29.56% in the case of others. Thus there is a range of 23 within Hindu community along different social groups. It is interesting to observe that there is no such wide variation in the participation within Muslim community as we move from ST, SC, and OBC to others. GAR of ST is 5.6%, SC is 14.2%, OBC is 8.7% and that of others is 8.6%. 

 

3.3 Participation by consumption expenditure groups: An interesting question that emerges from the information is that whereas the top quartile of the Muslims does show highest participation in relation to all the bottom four quartiles, the differentiation in participation even within top quartile between communities is very high.  

 

3.4 The important characteristics of Muslim participation in higher education is that at higher levels of higher education, such as, at the post graduation level, attendance of Muslims falls down considerably. Besides, higher percentage of Muslims (as compared to non-Muslims, 22.4% as compared to 19.2%) ends up doing Diploma & Certificate below Graduate Level. 

3.5 The third characteristics of Muslim participation in higher education is that higher overall participation of Muslim ST and SC and lower degree level participation of Muslim ST and SC as compared to Hindu ST and SC only means Muslim ST and SC participation is higher in post secondary diploma and certificate. It means Muslim ST and SC prefer to join post secondary education for a short period certificate and diploma course and they have lower participation at degree level. However, overall higher participation in diploma course compensates for lower participation at degree level. As a result overall diploma and degree participation for Muslim ST and SC is higher in comparison to Hindu ST and SC. 

3.6 Level-wise Educational Inequality of Participation: Group Analysis 

Educational participation in terms of graduates at different levels of education is presented in terms of social, religious and economic groups. In the information given in the table elementary i.e.; first stage of education is taken as the base and index of

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graduates at other levels of education is calculated. Graduates, at different levels of education, give the picture of stock available at a point of time. However, the comparison tells us which group at what level suffers from the deficit of graduates. As noted above, the identical stock at different levels is an ideal scenario of equality in level wise participation in education. Any deviation from the ideal is something of interest to know. 

 

3.7 It is important to note that there is sharp fall in the number of graduates at junior secondary level for ST, SC and OBC social groups. In the religious group, the fall in the number of graduates at junior secondary level for the Muslims may be noted. However, the fall is not as high as ST, SC and OBC. In the religious group, Hindus do not show fall at the junior secondary level. In terms of economic groups, the fall in the number of graduates at the junior secondary level is largest for I group. The fall is reduced as the consumption expenditure group increases. It may be concluded that to increase educational participation at higher levels of education the number of graduates at Jr. secondary level needs to be increased especially for ST, SC, OBC and the Muslims and income groups I, II and III as a matter of priority. 

 

3.8 It is a matter of concern that a further deficit of graduates occurs for SC, ST, OBC, I and II income group at the senior secondary level and to a lesser extent for Muslims and income group III. Hindu also suffers from sharp fall in the number of graduates at senior secondary level from a high number of graduates at junior secondary level. 

 

3.9 Participation in higher education in terms of number of graduates very much depends on the manner in which the fall in the number of graduates in different groups take place at different levels of education. The number of graduates at different levels of school education for different social groups 

 

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3.10 It is thus clear from the analysis that unless the participation in terms of graduates at the first three levels of education is enhanced for SC, ST, OBC, I, II and III income group, it would be meaningless to talk of higher participation in higher education. 

3.11 Factors Identifying Low Participation of Muslims in Higher Education 

The central objective of the proposed research is to identify the factors for low participation of Muslims in higher education. Factor analysis was conducted to identify the factors responsible for low participation of Muslims. A sample of 402 Muslim students who are already studying in higher education institutions was randomly served the questionnaire. In the questionnaire participating students’ perceptions were captured to understand the factors responsible for low participation of Muslims in higher education. Factor analysis was conducted with a set of 30 questions on four point scale. Scale was given rank 1 for most agreed, rank 2 for agreed, rank 3 for somewhat agreed and rank 4 for not agreed. Question is treated as variable in factor analysis. From the responses received through the questionnaire the factor analysis facilitates in understanding the perceptions of individuals in terms of factors. The factors pool different interrelated questions (variables) together under one factor. A set of relevant factors may finally explain the perception of individuals in understanding a phenomenon. 

3.12. Factors for Low Participation of Muslims in Higher Education 

The rotation of factor structure has clarified the things considerably. The first factor pools five variables. Family expectation to take up a job (variable 26), value for traditional profession in the family(variable 27), compulsion to start earning soon to support the family(variable 15), tough to break the barrier of family profession (variable 1) and last variable with lowest factor loading can be ignored. Factor 1, therefore, turns out to be “income barrier”. Under Factor-1, family profession is valued because it provides economic security. Family mode of traditional profession that is linked to the traditional occupation followed in the family might not be remunerative enough. This creates compulsion for an individual to search out for a job after school education. Hence factor-1 explains the inability of an individual to break the family profession and at the same time creates compulsion to earn early income to supplement the income from family profession. This, in the perception of an individual, income is the important deterrent for Muslims in the participation of higher education. 

The second factor also pools five variables together. My religion encourages individual to have higher education (variable 23), Our religious community values higher education (variable 28), Madarsa/school education is progressive and helps one to join higher education (variable 21), My family believes that an individual must have religious values for a decent life (variable 25), Cultural values of our religious community motivates me to pursue higher education (variable 2) have all been pooled under factor 2. This is the most interesting result. It establishes the fact that in the perception of an individual religion is a facilitating factor for participation in higher education. 

Under Factor- 2 religion is considered in many ways as strength for the Muslim community for higher studies. Belief of a family that religious values and decent life go together is quite significant. Cultural values of Muslims are important in motivating individual to pursue higher education. At the level of religious community there is premium attached with higher studies. The progressive role of Madarsa/school education is accepted in helping to join higher education. We had thought this to be barrier, but to our surprise it turns

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out to be strength in various ways for participation in higher education.  

The third factor pools four variables together. Higher education is an investment good that have high future returns (variable 7), higher education is as necessary as any other consumption good necessary for the survival (variable 8), higher education is necessary for a good marriage (variable 11), higher education provides the prestige that I need to have (variable 9). These variables point to the returns from higher education. Higher education provides an opportunity that an individual is expected to exploit. There are economic returns from investment. Higher education as consumption good is considered necessary for survival. Higher education has social return as it facilitates good marriage and earns prestige in the society. 

Thus, there is the income barrier in terms of following the family profession and compulsion to earn early. Against this barrier, is the opportunity to get high returns by investing in higher education. It is thus the interplay of two factors – cost subject to the income constraint and returns subject to the availability of finance - that to a great extent determines the participation of Muslims in higher education. 

Among the five variables under fourth factor, there are two variables with high factor loadings. They are: (i) higher participation at the school level only will lead to higher participation at higher education level (variable 13), (ii) I am confident that my marks will be high to get me into higher education (variable 14).Other variables with low factor loadings can be ignored. This factor may be termed as school factor. Higher participation as well as high marks i.e both access with quality education - at school level will ensure high participation of Muslims in higher education. 

The mathematical factor analysis has provided way to simplify the complexity of the data that reflects the real world. 

Continuing traditional profession compelling to join the job market (Income barrier) emerges as the main factor for low participation in higher education. Expectation of social and economic return from higher education (opportunity for return) emerges as the main motivating factor for the participation of Muslims in higher education. School factor, on the other hand, shows that not only the proportion of eligible but also the performance at secondary school level is necessary for higher participation. It is important to note that religion in the perception of students plays a positive role and, therefore, Madarsas need to be modernized, mainstreamed and supported at par with any secondary schools in India, particularly so in the regions where Muslims dominate. 

IV. Promotion of vocational education in minority concentration districts  (To be circulated during the meeting.)   

V. APPOINTMENT OF LANGUAGE TEACHERS   

As per the Centrally Sponsored scheme of Financial assistance for Appointment of Language Teachers, financial support is provided to the State/UT Governments for appointing Urdu teachers/honorarium to existing teachers for teaching Urdu to the students with a view to promote Urdu.  

Under the scheme, 100% financial assistance is provided to the States/UTs for

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appointment of Urdu Teachers to any locality where more than 25% of the population is from Urdu speaking community, in pursuance of the Prime Minister’s new 15 Point Programme for the welfare of the Minorities. Honorarium @ Rs.1, 000/- per month is admissible to the part-time teachers for teaching Urdu to the students. .  

During the year 2009-10., an amount of Rs. 10.38 lakh was released to Government of Punjab for appointment of 42 Urdu teachers. In 2010-11, an amount of Rs.24.96 lakh was released to Government of Kerala for payment of honorarium to 208 Urdu teachers and an amount of Rs.5.08 lakh was sanctioned to Government of Orissa for appointment of 25 Urdu teachers. During the year 2011-12, proposal from Government of Punjab for Rs.73.80 lakh for payment of salary to 42 Urdu teachers is under process. 

 

VI. SAAKSHAR BHARAT 

THE MISSION IN BRIEF 

6.1 The Mission will provide comprehensive opportunities of adult education primarily to women with focus on disadvantaged groups, specially SCs, STs and minorities, in rural areas. Basic Literacy, Post literacy and Continuing Education, under the Scheme, will form a continuum rather than sequential segments. State Governments and Panchayati Raj Institutions, along with civil society and community, will be valued stakeholders in the programme. At the grass roots level Gram Panchayats will be the fulcrum of the programme. Lok Shiksha Kendras (Adult Education Centres) will be set up in Gram Panchayats to coordinate the entire range of Adult Education, including Literacy, Post Literacy, Basic Education, Vocational Education and Life Long Learning within their territorial jurisdiction.  

6.2 The programme cost will be shared by Government of India and State Governments in the ratio of 75:25 respectively except in the North Eastern Region (NER) where the sharing will be in the ratio of 90:10.  

6.3 To make the programme successful, the accent is on Access, Equity, Quality and Good Governance. To ensure access, an Adult Education Centre, with two Coordinators, will be set up in each Gram Panchayat covered under the scheme. To make the programme inclusive, of the 70 million targeted beneficiaries at least 85% will be women, 20% SCs, 11% STs and 17% Minorities. To make it participatory, Gram Panchayats will be the implementing agencies at the grass roots level. To ensure Quality, the Scheme provides for Core Curriculum Framework, high quality teaching learning material, improved quality of literacy educators, assessment and certification, new learning technologies, promotion of literate environment and adequate resource support. Besides a web based accounting system to facilitate ‘Just-in-Time’ release of funds, a robust monitoring and evaluation system has also been devised to infuse transparency, accountability and organizational efficiency in implementation.   

6.4 JAN SHIKSHAN SANSTHAN (JSS)   

The Scheme of Jan Shikshan Sansthan(JSS) or institute of People’s education (formerly known as Shramik Vidyapeeth) was initially launched as a polyvalent or multi-faceted adult education programme aimed at improving the vocational skill and quality of life

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of the workers and their family members. The programme was evolved to respond to the educational and vocational training needs of the numerous groups of adult and young people living in urban and industries areas and for person who had been migrating from rural to urban settings. 

 

6.4.1 Changed Focus  

With the emergence of millions of neo-literates through the Total literacy Campaigns launched across the length and breadth of the country and the transformation that has taken place in the economic and social set up over the years, the role and the cope of these polyvalent educational institutes have widened manifold. In the changed scenario, the focus of Jan Shikshan Sansthan(JSS) has been shifted from the industrial workers in the urban areas to the numerous neo-literates and unskilled and unemployed youth throughout the country. Now these Sansthans act as a district level resource support agencies especially in regard to organisation of vocational training and skill development programmes for the neo-literates and other target groups of the continuing education programme. The operational areas of the Sansthans earlier restricted to urban, semi-urban and industries have now been extended to the entire districts including rural areas. As per the revised guidelines issued by the Govt. of India, at least 25% of the beneficiaries of the Jan Shikshan Sansthan(JSS) should be neo-literates.  

6.4.2 Number of Jan Shikshan Sansthan   

At present 271 Jan Shikshan Sansthans(JSSs) have been sanctioned in the country including 50 JSSs sanctioned in the during the year 2008-09. More JSSs will be sanctioned subject to the availability funds State wise detail of the sanctioned JSS is given in the Annexure I. Out of 88 districts, 33 JSSs have been sanctioned in the districts having Muslim population 20% and above, which is 12.17% of the total JSSs sanctioned.   

Number of Jan Shikshan Sansthan(JSS) – State wise:  

S.NO.  Name of State   No. of JSS No. of JSS/ district 1.  Andhra Pradesh   15 1 - (Hyderabad) 2.  Assam   5  3 - (Kamrup, Darrang

&Nagon(new) 3.  Arunachal Pradesh   1 -- 4.  Bihar   14  2 - (Darbhanga

&Kishanganj(new) 5.  Chhattisgarh 7 -- 6.  Delhi  4 -- 7.  Gujarat   11 2 - (Bharuch &Kutch) 8.  Goa  1 -- 9.  Haryana  6 1 - (Gurgaon)  10.  Himachal Pradesh   1 -- 11.  Jammu &Kashmir  2 1 - (Tangjar) (Koopwada)12.  Jharkhand   5 -- 13.  Karnataka   11 -- 14.  Kerala  13  3 - (Malapuram, Kannur

&Palakkad)  15.  Madhya Pradesh  34 1 - ( Bhopal)  

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16.  Maharashtra   23 1 - (Worli)  17.  Manipur   3 1 - (Thoubal)  18.  Mizoram   1 -- 19.  Nagaland   1 -- 20.  Orissa   17 -- 21.  Punjab   2 -- 22  Rajasthan   8 -- 23.  Tamil Nadu 11 -- 24.  Tripura   1 -- 25.  Uttar Pradesh   55  11 - (Lucknow, Ghaziabad,

Barabanki, Peelibit, Baraich, Sidhartnagar, Baraeli, Sharawasti, Saharanpur(new), JP

Nagar(Amroha) &Balrampur(new)  

26.  Uttarakhand   6 -- 27.  West Bengal   11  6 - (Narendrapur, Calcutta,

Virbhum, Hawrah, North 24 Paragana(new) &

Coochbehar(new) 28.  Chandigarh 1 -- 29.  D &N Haveli   1 --     271  33 districts out of 88

minority concentration districts.  

 

VII Minority Education Schemes 7.1. Scheme for Providing Quality Education for Madarsas    

The Area Intensive & Madarsa Modernization Programme has been recast as two schemes, namely, the Scheme for Providing Quality Education in Madarsa (SPQEM) in October, 2008 and Infrastructure Development of Private Aided/Unaided Minority Institutions (IDMI) (Elementary Secondary/Senior Secondary Schools) in November, 2008.  

SPQEM seeks to bring about qualitative improvement in madarasas to enable Muslim children attain standards of the national education system in formal education subjects. The salient features of SPQEM scheme are: -  

• To strengthen capacities in Madarsas for teaching of the formal curriculum subjects like Science, Mathematics, Language, Social Studies etc through enhanced payment of teacher honorarium. 

 

• Training of such teachers every two years in new pedagogical practices.  

• Providing science labs, computer labs with annual maintenance costs in the secondary and higher secondary stage madarsas. 

 

• Provision of Science/mathematics kits in primary/upper primary level madrassas. 

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• Strengthening of libraries/book banks and providing teaching learning materials at all levels of madarsas.  

 

• The unique feature of this modified scheme is that it encourages linkage of madarsas with National Institute for Open Schooling (NIOS), as accredited centres for providing formal education, which will enable children studying in such madarsas to get certification for class 5, 8, 10 and 12. This will enable them to transit to higher studies and also ensure that quality standards akin to the national education system. Registration & examination fees to the NIOS will be covered under this scheme, as also the teaching learning materials to be used. 

 

• The NIOS linkage will be extended under this scheme for Vocational Education at the secondary and higher secondary stage of madarsas. 

 

• For the monitoring and popularization of the scheme it will fund State Madarsa Boards. GoI will itself run periodic evaluations, the first within two years. 

 

 An outlay of Rs.325 crore has been provided for the revised scheme of SPQEM for the 11th Plan period. Budget allocation and releases from 2009-10 to 2011-12 are as under:  

(Rs. in crore) Financial year 

Name of States/U.T  Allocated amount

Amount Released

No. of Madarsas 

No. of teachers

2009-10  Uttar Pradesh, Madhya Pradesh Jharkhand, Tripura and Chandigarh

50.00  46.24  1979  4962 

2010-11  Uttar Pradesh, Madhya Pradesh, Kerala, Andhra Pradesh, Assam, Chhattisgarh, Haryana, Karnataka, Maharashtra, Rajasthan, Uttarakhand and J&K 

104.00  101.47  5045  11382 

2011-12  Uttar Pradesh, Karnataka, Chhattisgarh and Madhya Pradesh

150.00  92.77  3778  9719 

 

7.2. Scheme of Infrastructure Development in Minority Institutions (IDMI)  

IDMI has been operationalised to augment infrastructure in private aided/unaided minority schools/ institutions in order to enhance quality of education to minority children. The salient features of IDMI scheme are:-  

• The scheme would facilitate education of minorities by augmenting and strengthening school infrastructure in Minority Institutions in order to expand facilities for formal education to children of minority communities. 

 

• The scheme will cover the entire country but, preference will be given to minority institutions (private aided/unaided schools) located in districts, blocks and towns having a minority population above 20%, 

 

• The scheme will, inter alia, encourage educational facilities for girls, children with special needs and those who are most deprived educationally amongst minorities. 

 

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• The scheme will fund infrastructure development of private aided/unaided minority institutions to the extent of 75% and subject to a maximum of Rs. 50 lakhs per institution for strengthening of educational infrastructure and physical facilities in the existing school including (i) additional classrooms, (ii) science / computer lab rooms, (iii) library rooms, (iv) toilets, (v ) drinking water facilities and (vi) hostel buildings for children especially for girls. 

  

An outlay of Rs.125 crore has been provided for the revised scheme of IDMI for the 11th Plan period. Budget allocation and releases from 2009-10 to 2011-12 are as under:   

Financial year  Name of State/UT 

Budget Allocation

Amount released   No. of Institutes 

2009-10  Uttar Pradesh  5.00 4.48 22 2010-11  Karnataka,

Maharahstra, Uttarakhand J&K, Rajasthan, Haryana, Gujarat, Kerala, Madhya Pradesh and Uttar Pradesh.  

25.75  22.98  124 

2011-12  Uttar Pradesh, Karnataka, Uttarakhand, Maharashtra, Kerala, Haryana and Sikkim.  

50.00  21.88 (Till date) 

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VIII. Elementary Education

8.1. Sarva Shiksha Abhiyan  

SSA has been operational since 2000-2001 to provide for a variety of interventions for universal access and retention, bridging of gender and social category gaps in elementary education and improving the quality of learning. SSA interventions include, inter alia, opening of new schools and alternate schooling facilities, construction of schools and additional classrooms, toilets and drinking water, provisioning for teachers, periodic teacher training and academic resource support, textbooks and support for learning achievement. With the passage of the RTE Act, changes have been incorporated into the SSA approach, strategies and norms. The changes encompass the vision and approach to elementary education, guided by the following principles: 

(i) Holistic view of education, as interpreted in the National Curriculum Framework 2005, with implications for a systemic revamp of the entire content and process of education with significant implications for curriculum, teacher education, educational planning and

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management. 

(ii) Equity, to mean not only equal opportunity, but also creation of conditions in which the disadvantaged sections of the society – children of SC, ST, Muslim minority, landless agricultural workers and children with special needs, etc. – can avail of the opportunity. 

(iii) Access, not to be confined to ensuring that a school becomes accessible to all children within specified distance but implies an understanding of the educational needs and predicament of the traditionally excluded categories – the SC, ST and others sections of the most disadvantaged groups, the Muslim minority, girls in general, and children with special needs. 

(iv) Gender concern, implying not only an effort to enable girls to keep pace with boys but to view education in the perspective spelt out in the National Policy on Education 1986 /92; i.e. a decisive intervention to bring about a basic change in the status of women. 

(v) Centrality of teacher, to motivate them to innovate and create a culture in the classroom, and beyond the classroom, that might produce an inclusive environment for children, especially for girls from oppressed and marginalised backgrounds. 

(vi) Moral compulsion is imposed through the RTE Act on parents, teachers, educational administrators and other stakeholders, rather than shifting emphasis on punitive processes. 

(vii) Convergent and integrated system of educational management is pre-requisite for implementation of the RTE law. All states must move in that direction as speedily as feasible. 

8.2. Kasturba Gandhi Balika Vidyalaya (KGBV) 

Kasturba Gandhi Balika Vidyalaya (KGBV) is a scheme launched in July 2004, for setting up residential schools at upper primary level for girls belonging predominantly to the SC, ST, OBC and minority communities. The scheme is being implemented in educationally backward blocks of the country where the female rural literacy is below the national average. The scheme provides for a minimum reservation of 75% of the seats for girls belonging to SC, ST, OBC or minority communities and priority for the remaining 25%, is accorded to girls from families below poverty line.  

 

The KGBV scheme very specifically targets: 

• Adolescent girls who are unable to go to regular schools. 

• Out of school girls in the 10+ age group who are unable to complete primary school  

• Younger girls of migratory populations in difficult areas of scattered habitations that

do not qualify for primary/upper primary schools. 

 

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The KGBV scheme provides for a minimum reservation of 75% seats for girls from SC/ST/OBC and minorities communities and 25% to girls from families that live below the poverty line. 

 

The scheme is being implemented in 26 States/UTs namely: Assam, Andhra Pradesh, Arunachal Pradesh, Bihar, Chhattisgarh, Dadar & Nagar Haveli, Gujarat, Haryana, Himachal Pradesh, Jammu and Kashmir, Jharkhand, Karnataka, Madhya Pradesh, Maharashtra, Manipur, Meghalaya, Mizoram, Nagaland, Orissa, Punjab, Rajasthan, Tamil Nadu, Tripura, Uttar Pradesh, Uttarakhand and West Bengal. 

 

3598 KGBVs were sanctioned by Government of India till date. Of these, 492 KGBVs have been sanctioned in Muslim concentration blocks, 667 in ST blocks, 1075 in SC blocks.23 Feb, 2012, 3367 KGBVs are reported to be functional (i.e.93.58) in the States and 283301 girls enrolled in them [85896 SC girls (30.32%); 72037 ST girls (25.43%); 74682 OBC girls (26.36%); 23743 BPL girls (8.38%); 26943 Minority girls (9.51%)]. Out of the total 3598 sanctioned KGBVs, 1759 KGBVs have been constructed + 842 are in progress and 997 have not been started.    

The National Evaluation of the KGBV scheme was undertaken between 29th January to 20th February 2007 in 12 States of Karnataka, Tamil Nadu, Andhra Pradesh, Madhya Pradesh, Rajasthan, Gujarat, Jharkhand, Bihar, Himachal Pradesh, Uttar Pradesh, Arunachal Pradesh and Orissa, with 12 independent experts in girls education and another joint Evaluation of NPEGEL & KGBV scheme was also undertaken between 19th November to 14th December, 2007 in States of Assam, Manipur, Chhattisgarh, Maharashtra, Haryana, Punjab, Jammu & Kashmir, Uttarakhand, Meghalaya, West Bengal, Mizoram, Tripura and Dadar & Nagar Haveli.  

 

IX.NATIONAL COUNCIL FOR PROMOTION OF URDU LANGUAGE (NCPUL)  

The objective of NCPUL is promotion of Urdu Language in the country and it advises Government of India on issues connected with Urdu Language and having a bearing on education as may be referred to it.  

9.1 Establishment of Computer Applications and Multilingual DTP Centres  

During the year 23, new NCPUL aided and 18 accredited Study Centre through registered NGOs opened for One Year Diploma in Computer Applications, Business Accounting and Multilingual DTP (CABA-MDTP) implemented through DOEACC Society under Ministry of Communication and Information Technology. This is, in addition to existing 357 centres making a total of 398 in which 21514 students including 8600 girls got admission so as to give technical education to Urdu speaking boys and girls for making them employable technological work force. Till date 60% students including girls have got employment in private and local institutions. Booked expenditure is Rs.1191.00 lakhs.  

9.2 Calligraphy and Graphic Design Centres  

So as to preserve and promote Traditional Calligraphy, 35 existing Calligraphy and Graphic

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Design Centre are being continued. About 875 students are pursuing this course. Booked expenditure is Rs.46.00 lakhs.  

9.3 Grant-in-Aid (Urdu)  

Financial assistance to 232 NGOs/Agencies approved to support selected Urdu promotion activities for holding 97 Seminars, 24 Lecture series, 1 short-term study, manuscripts of 110 writers selected for providing printing assistance and 190 Urdu books of bonafide writers including 48 Journals approved for free distribution to Urdu libraries of the country and 81 small and medium newspapers for availing Urdu service of the United News of India extended financial aid. Booked expenditure is Rs.78.00 lakhs.  

9.4 Publishing Activities NCPUL is the principal Urdu publication house under the Govt. of India. 120 new titles, 140 reprint, 12 issues of Urdu Duniya and 4 issues of quarterly journal Fikr-o-Tehqeeq published. Booked expenditure is Rs.235.00 lakhs.  

9.5 Book Promotion Promoting Urdu Books through sale and exhibition is done by holding Urdu Book Melas. NCPUL participated in 3 Book Fairs organized by other agencies including NBT. 4 trips of Exhibition Van made to cover various districts of Uttar Pradesh, Bihar & Maharashtra for making available Urdu publications in rural areas. Till date, 12 book fairs held at different places of the country, 13th All India book fair held at Mumbai from date.14 to 22 January, 2012. Booked expenditure is Rs.46.00 lakhs.  

9.6 Academic Projects/Collaboration/National Seminars NCPUL continued the various academic projects of Production of Dictionaries, Encyclopedias, children Literature and reference Books including panel on linguistic Unani medicine, mass media, legal studies social science, life science, 25 ITI books translated in Urdu and works for translation, compilation of dictionary of Urdu to Kannada completed. NCPUL commissioned new projects on short term course in Urdu Journalism, Creative Writing, and development of teachers training software based on animation for Urdu medium teachers and TV production and telecast & organized national seminar in collaboration with local NGOs/Institutions. Booked expenditure is Rs.46.00 lakhs.  

9.7 Distance Education (URDU) NCPUL runs Urdu correspondence course through accredited centres and direct learners. 199 Urdu Study Centres established in addition to 934 existing centres for making total 1021 centres which includes Computer Centres for whom Urdu Diploma is compulsory for learners pursuing computer Course. About 1245 part-time Urdu teachers got employment and 63540 students including 27855 girls admitted. The course material of Online Programme is also under preparation in collaboration with CIIL through which Urdu can be learnt on computer. Booked expenditure is Rs.605.00 lakhs.  

9.8 Promotion of Arabic and Persian In addition to the above, NCPUL has been assigned the responsibility to promote classical language Arabic and Persian to preserve the cultural heritage of India. Diploma in Functional Arabic and One Year Certificate Course run through accredited centres and direct learners. 92 new centres established in addition to 496 existing centres to make total 512 centres. 1325 part time Arabic teachers got employment to teach 28098 learners including 11542 girls

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admitted on both the courses. The financial assistance to 18 voluntary Organizations for bulk purchase of Arabic and Persian books and publication manuscript for holding seminars, lecture series provided. Booked expenditure is Rs.482.00 lakhs.   

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X. MAJOR INITIATIVES FOR EDUCATIONAL ADVANCEMENT OF MINORITIES

The Common Minimum Programme of UPA Government is committed to promote modern and technical education among all minority communities and social and economic empowerment of minorities through systematic attention to education and employment. The objective of ‘Prime Minister’s New 15 Point Programme for the Welfare of Minorities’ inter-alia, is to enhance opportunities for education of minorities, ensuring an equitable share in economic activities and employment. Development and empowerment of socially disadvantaged groups and bringing them at par with the rest of the society is our constitutional commitment. Education being the most effective instrument of social empowerment and vital for horizontal and vertical mobility in societies, it is imperative to promote education among all other backward sections including the minorities, particularly among poor Muslims, who have fallen far behind the national average in the education. 11th Five Year Plan underlines that education is the critical factor that empowers participation in the growth process and a key element of 11th Plan strategy is to provide essential education to those large sectionss of our population who are still excluded from these. To address the low participation of the minorities especially Muslims who are the largest section of educationally backward minorities, in the national education system, the Ministry of Human Resource Development has taken several significant initiatives:- 1. The Ministry has issued a resolution dated 22nd December, 2011 where the Central Government has decided to carve out with effect from 1st January, 2012 a sub-quota of 4.5% for socially and educationally backward classes of citizens belonging to minorities as defined in Class ‘C’ of Section 2 of the National Commission for Minorities Act 1992 within the 27% reservation for other backward classes. 2. Sarva Shiksha Abhiyan (SSA) addresses issues of access, equity and quality and makes schools open and inclusive in the secular space of our polity. The coverage of the Scheme has been concurrently extended to recognize volunteering Madarsas/Maktabs supported under SSA as well as those other volunteering Madarsas/Maktabs which may not be registered or recognized but supported under SSA interventions in coordination with State Project Directorates. 3. Schemes amenable to earmarking of financial and physical targets for minorities, have been implemented to ensure that benefit to minority communities is beyond 15% as in case of Sarva Shiksha Abhiyan (SSA) and Kasturba Gandhi Balika Vidyalaya (KGBV) where share of minorities is upto 20%. In order to enhance participation of minorities in the national education system, various initiatives have been undertaken – 121 districts with concentration of Muslim population are specifically targeted for maximising school access and eliminating infrastructure gaps through opening of 9071 new Primary Schools and 1475 Upper Primary Schools; construction of 21559 additional classrooms and recruitment of 29180 teachers upto September 2011. 4. Mid-Day-Meal (MDM) Scheme has been extended to covers all children studying in classes I-VIII of Government, Government Aided including National Child Labour Project Schools, Madarsas/Maqtabs, EGS/AIE Centres supported under Sarva Shiksha Abhiyan without any discrimination of caste, gender, etc. Under the Scheme, nutritious meal of 450 calories and 12 grams of protein is provided at primary level (classes I-V) and of 700 calories

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and 20 grams of protein is provided at upper primary level (classes VI – VIII). 5. During the year 2010-11, out of 3598 Kasturba Gandhi Balika Vidyalayas (KGBVs) sanctioned, 490 KGBVs have been sanctioned in rural and urban areas of Muslim concentration areas. States have been advised to make available Urdu teachers on demand. Continued efforts have been made by Ministry of Human Resource Development (MHRD) to increase enrolment of Muslim girls in these KGBVs. The total enrollment of operational KGBVs as on 31-12-2011 was 3.16 lakhs out of which 36,668 were Minority Girls.

6. Ministry has launched ‘Saakshar Bharat’ the new variant of the National Literacy Mission on 8.9.2009 for implementation during the 11th Plan with an objective to make 70 million non-literate adults literate by the end of the 11th Plan. The scheme has special focus on women, belonging to Minorities. It is proposed to cover 12 million Muslims (10 million women +2 million men) under the programme. Saakshar Bharat is being implemented in 410 districts where female literacy is less than 50%. The programme has been rolled out in 372 districts in 25States and 1 Union Territory. 7. Jan Shikshan Sansthans (JSSs) are imparting vocational training in 33 out of 90 minority concentrated districts in the country. 8. The Centrally Sponsored Scheme of Teacher Education is under revision. Block Institutes of Teacher Education (BITEs) are proposed to be established in 196 blocks having concentration of SC/ST and Minorities. 9. Due to the interventions, the share of Muslim children enrolled at primary & upper primary level has gone up and those out of school have decreased. According to District Information System of Education (DISE) the enrolment of Muslim children at primary and upper primary level for the year 2009-10 was 13.48% & 11.89% respectively which has increased from 11.03% & 9.13% in 2008-09. 10. Under the scheme of financial assistance for ‘Infrastructure Development for Private Aided/Unaided Minority Institutes(IDMI) during financial year 2011-12 upto 15.1.2012, Rs.21.88 crore has been released to State Governments to 117 Minority Institutions. 11. Under the “Scheme for Providing Quality Education in Madarsas’ (SPQEM) during the financial year 2011-12 upto15.1.2012, Rs.92.78 crore has been released to States for honorarium of teachers, Book Bank/Science Kits, Computer Lab and Teachers Training etc. to Madarasa teachers teaching modern subjects in 3733 Madarasas. 12. The scheme of Rashtriya Madhyamik Shiksha Abhiyan, inter alia provides coverage of special focus groups viz. girls’ education, children belong to SC, ST, OBC, and Educationally Backward Minorities, which was launched in March, 2009 with the objective to enhance access to secondary education and improve its quality. Since its inception, 9799 secondary schools have been approved, out of which 930 have been approved in Minority Concentration Districts (MCDs). An amount of Rs.1800.41 crore has been released out of total allocation of funds of Rs.2423.90 crore.

13. The certificates/ qualifications of the Madarsa Boards which have been granted equivalence by the State Education Boards to that of their Secondary and Senior Secondary qualification have been equated with corresponding certificates of the Central Board of

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Secondary Education (CBSE), Council of Board of School Education in India (COBSE) and other School Examination Boards, for the purpose of employment and entry to higher levels of education. Consequential notification by DOP&T has since been issued on 23.2.2010. 14. Instructions have been issued to all organizations under MHRD to co-opt one Member on the Selection Board from amongst the Minority Communities. State Governments have been requested to follow the guidelines of DOP&T, issued in this context. The share of minorities in the recruitment by various organizations under this Ministry is being periodically monitored. 15. Instructions have been issued to post teachers belonging to the minority communities in the schools in Minority Concentration Districts (MCDs) to instill confidence among minority children, encourage enrolment and reduce dropouts.

16. UGC has approved/sanctioned 284 Women’s Hostels during 11th Plan in Minority Concentration Districts/Areas. Out of total allocation of Rs.366.49 crore, Rs.201.55 crore has been released till 15th July, 2011. 17. The UGC has approved the guidelines for establishment of centres in universities for study of Social Exclusion and Inclusive Policy and sanctioned these centres in 35 universities. Rs.21.53 crores has been released upto 17.10.2011.

18. 1280 Centres of Equal Opportunity (CEO) have been established in 51 universities during 2009-10 and 1345 and 1367 such centres were proposed to be established during 2010-11 and 2011-12. 19. A new scheme to assist States for establishment of a model degree college in each of the 374 identified higher educationally backward districts having Gross Enrolment Ratio (GER) in higher education lower than the national GER has been operationalised. An amount of Rs.782 crore has been earmarked as the Central Government share in the 11th Five Year Plan for the Scheme. In so far as Minority Concentration Areas/Districts are concerned, 64 such areas/districts have been identified under this scheme. Approval has been granted to 5 model degree colleges in Minority Concentration Areas/Districts out of which an amount of Rs.2.67 crore has been released to 2 colleges till 31st December, 2011. 20. In the 11th Plan, under the Sub-Mission on Polytechnics, the Government of India provides Central financial assistance to the State Governments/UTs for setting up of polytechnics in the un-served and underserved districts. A sum of up to Rupees 12.3 crore per polytechnic is provided to the States/UTs, subject to the condition that the land and recurring cost shall be provided by the State Governments/UTs. As per the Scheme criteria 57 districts out of 90 Minority Concentration Districts are eligible for consideration under the Scheme. So far an amount of Rs.232.67 crore has been released as initial grants for setting up of polytechnics in 46 Districts out of 57 Districts till 31st December, 2011. . 21. Academies for Professional Development of Urdu Medium Teachers has been set up at three Central Universities viz. Aligarh Muslim University, Aligarh, Jamia Millia Islamia, New Delhi and Maulana Azad National Urdu University, Hyderabad. The Academy at JMI has trained 1675 teachers. MANUU has trained 3061 teachers. The AMU has conducted 16

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Refresher Courses/workshops for Primary/Secondary school teachers and has covered 356 teachers for teaching modern subjects in Urdu medium. An amount of Rs. 4.00 crore for each of these Universities has been sanctioned by UGC for establishment of Academies for Professional Development of Urdu Medium Teachers during 11th Plan. 22. An amount of Rs.61.31 crores has been sanctioned for establishment of ‘Residential Coaching Academies for Minorities, Women/SCs/STs’’ in Aligarh Muslim University, Maulana Azad National Urdu University, Baba Saheb Bhimrao Ambedkar University , Jamia Hamdard and Jamia Milia Islamia. An amount of Rs. 30.66 crore has been released by University Grants Commission so far .Jamia Hamdard has admitted 146 (66 in 2010 & 80 in 2011) students ,Maulana Azad National Urdu University has admitted 148 (81 in 2010 & 67 in 2011) students, Baba Saheb Bhimrao Ambedkar University has admitted 95 students , Aligarh Muslim University has admitted 96 students and Jamia Milia Islamia has admitted 210(100 in 2010 and 110 in 2011) students. 23. An amount of Rs.50.00 crore each has been allocated for Murshidabad and Mallapuram centre of Aligarh Muslim University during the Budget 2010-11.

24. National Commission for Minority Educational Institutions (NCMEI) has been established by an Act of Parliament with the key objective of ensuring that the true amplitude of the educational rights enshrined in Article 30 (1) of the Constitution is made available to the members of the notified religious minority communities, including the Muslims. NCMEI has issued 5313 minority status certificates as on 31.12.2011.

25. National Council for Promotion of Urdu Language (NCPUL) is being strengthened. The Mandate of the Council is being revisited for empowering the Council to register, examine and award approved qualifications to the students registered with it up to pre-degree level courses in the Urdu language and vocational qualifications dovetailing these with National Vocational Education Qualification Framework whether by statute or otherwise.

26. The programmes of the NCPUL are now available at 1567 locations in 234 districts in 26 States of the country which include one year Diploma Course in Computer Applications, Business Accounting & Multilingual DTP (CABA-MDTP), One Year Diploma Course in Urdu language, one year Certificate Course in Arabic Language and two years Diploma Course in Functional Arabic. CABA-MDTP scheme has transformed the Urdu speaking population into employable technical work force and more than 50% diploma holders are already employed. 50,000 jobs are expected for Diploma holders under the National Population Register Project.

28. In order to preserve and promote traditional calligraphy, a rich heritage of India and dovetailing it with the modern graphic design to create employment and entrepreneurship, the Council is running Calligraphy and Graphic Design Course at 35 locations in the country.

29. Scheme for Urdu Press Promotion has been strengthened to provide for capacity building of Urdu journalists. New courses on Mass Media, Script Writing and Dialogue writing are being launched to enhance employment opportunity, in addition to, the subsidy provided to Urdu newspapers to avail UNI Urdu News Service.

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