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Committee on the Establishment of Educational Institutions for Educationally Backward Minorities

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Government of India

Ministry of Minority Affairs

Committee on the
Establishment of Educational Institutions for Educationally Backward Minorities

Report

ME
AF

Maulana Azad Education Foundation

Maulana Azad Campus, Chelmsford Road, New Delhi - 110055

MEAF

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Contents

Ch. No.
Page No.
Particulars

  • Foreword
  • 1

  • 7
  • Acknowledgement

  • Preamble
  • 9

  • 1.
  • EducationalStatus of Minorities
  • 14

15 15 17 17 18 19 21 23 24 27

30

30 31 33 35 39 39

42

42 46

  • 1.1
  • Literacy

1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6
Literacy Rate ofMinorities Minorities atPrimaryschool Level Education Minorities atMiddle school Level Education Minorities atSecondaryLevel (Matric) Education Minorities atHigher Secondary(10+2)Level Minorities atGraduate Level

  • 1.2
  • Accessibility

1.2.1 1.2.2
Enrollment Dropout

  • 2.
  • Demographyof MinorityCommunities

2.1 2.2 2.3 2.4 2.5 2.6
Minority Dominant States(MDSs) Minority Concentrated States(MCSs) Minority Dominant Districts(MDDs) Minority Concentrated Districts(MCDs) Minority Dominant Cities (MDCs) Minority Concentrated Cities (MCCs)

  • 3.
  • Recommendations

3.1 Central Schools
3.1.1 Recommendation

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Ch. No.
Page No.
Particulars

  • 3.2 Community Colleges
  • 59

60 61 66 66 69 71
3.2.1 3.2.2 3.2.3 3.2.4
Governance Programs and Curricula Infrastructure and Faculty Recommendation

  • 3.3
  • National Institutes

3.3.1 3.3.2
National InstituteofScience &Technology (NISTECH) National InstituteofHealth and

  • Allied Sciences (NIHAS)
  • 80

86 96
3.3.3 3.3.4 3.3.5 3.3.6
National InstituteofArchitecture, Planning &Design (NIAPD)

National InstituteofClimate Change and Disaster Management (NICCDM)

National InstituteofRenewable Energy and

  • Food Security (NIREFS)
  • 104

129

131

135 142 144 145 146
Recommendation

  • 4.
  • ExecutiveSummary

Glossary Notes References Annexure I:OfficeOrder Annexure II: The Committee, Consultant and Office Support

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Foreword

“You have to dream before your dreams come true”

— Maulana Abul Kalam Azad

The General Body of the Maulana Azad Education Foundation (MAEF) in its
52nd meeting held on 29.12.2016 constituted a Committee to go into the modalities for establishment of institutions in different parts of the country with a view to facilitate educational development of the minorities. The formal order, after approval of the Government, wasissued bythe Secretary, MAEF on 10.01.2017.

The MAEF functions under the Ministry of Minority Affairs, Government of
India and is registered as a society under the Societies Registration Act, 1860. Its prime objectives are to formulate and implement educational schemes and plans for the benefit of the educationally backward minorities, to promote research and encourage other efforts designed to mould educational policies of the State that are advantageous to the educationally backward minorities and to work towards removal of their educational backwardness.

The Committee met eight times, on 12th January, 25th January, 16th
February, 2nd March, 15th March, 29th March, 6th April and 8th May 2017. Apart from its own deliberations and discussions, the Committee also interacted with experts. It has also gone through the reports of various committees that have looked

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at educational backwardness of minority communities. The ailments which we seek to mitigate are the low levels of education, low quality of education and low access to education that plague this community.

If we consider literacy rate, enrollment rates, mean years of schooling and differentials in higher education of all minorities, we find that the Muslims are the most disadvantaged. The literacy rate among Muslims in 2001 was 59.1% and in 2011 it was 68.53% against the national average of 64.8% and 72.98% respectively. The difference in enrollment rate between Muslims (74%) and the remaining population (83%)is also sharp.

While the mean years of schooling of Muslim children is only 83% of all children, the disparities are highest in the case of rural boys which is only 78 % that of all rural children closely followed by rural girls. Differential in higher education reveals the same grim picture. While only 7% of population aged 20 years and above are graduates or diploma holders, this proportion isless than 4%among Muslims.

This Committee recognized the fact that school education is most important for the deprived children of minority communities, and there is urgent need to ensure that these children have access to quality primary, secondary and higher secondary education. And hence our suggestion for setting up of 167 high quality Central Schools (class 1 to 12) in all rural areas of minority dominant and concentrated districts having > 2 lakh minority population and 20 % or more of total population, and 44 central schools in all of minority dominant and concentrated cities having

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more than 2 lakh minority population and more than 20% of total population. We also recommend a Central School Organization under the MAEF to operationalize and administrate these schools.

The Committee also noted the fact that the majority of these minority children drop out or fail to clear the matriculation examination or have been unable to continue with further studies. These children thus needed to be appropriately brought back into the education system through the institution of community colleges to be administered bythe MAEF.

This recommendation of ours, would need further technical advice from the appropriate bodies and we feel that Community Colleges should be started on an experimental basis in one minority concentrated city in each of the 25 identified states. We also recommend immediate setting up of community colleges on priority basisin those identified cities where infrastructure becomes readily available.

Our discussions regarding initiatives in higher education has led us to recommending the setting up of 5 National Institutes for (a) Science & Technology; (b) Health & Allied Sciences; (c) Architecture Planning & Design; (d) Climate Change & Disaster Management; and (e) Renewable Energy & Food Security under the MAEF with sufficient autonomy to each institute. We believe that these would develop into top class institutions, having, as per Jameel Salmi's definition a) higher concentration of talent of both faculty and students, b) abundant resources to offer rich learning environment and conduct advance research, and c) favorable

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governance feature that encourage strategic vision, innovation and flexibility that enable institutions to take decisions and to manage resources without being encumbered by bureaucracy. We are also of the opinion that it would be advisable to set up the 5 Institutes under an Act of Parliament with the prime objective of promoting higher education amongst the minorities.

We feel that this three tier model of 211 Central Schools, 25 Community
Colleges and 5 National Institutes would have a very positive and salutary effect in tackling educational backwardness of the minorities and getting their children into the mainstream where they become proud contributors to the development of our Nation.

In the end we feel the need to emphasize that these recommendations can be effectively implemented only if proper structures are put in place which have enough flexibility and limited bureaucratic oversight. The MAEF which is an autonomous organization, but also has the presence of Government is ideally suited to be the body responsible for the schools, colleges and institutes. It is equally important that Government (MoMA) provides for enough recurring grants each year (through the annual budget) after the establishment of these institutions so that they can thrive and deliver. Our experience has shown that it has been easy for Governments and Organizations to setup infrastructure one time, but what has killed the institution is the non-provisioning of yearly and timely adequate recurring grants for them.

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I wish to thank all my Committee Members Prof. Syed Iqbal Hasnain, Lt. Gen.
(Retd.) Zameeruddin Shah, Prof. Talat Ahmad, Shri Sirajuddin Qureshi, Shri Shahid Siddiqui, Shri Udayan Bose, Shri Firoz Bakht Ahmed, Shri Qamar Agha and Smt. Kulsoom Noor Saifullah, the Member Secretary Shri D. Madhukar Naik, special invitee Prof. S. N. Pathan, Research Associate Shri Saidalavi Kundupuzhakkal, Accounts Officer of MAEF Shri Syed Jamal Ali, Academic Contributors of Jamia Millia Islamia Prof. Sushant G. Ghosh, Prof. Shafeeque Ahmed Ansari, Prof. M. Ejaz Hussain, Prof. Saranjit Singh Bhasin, Prof. S.M. Akhtar, Ar. Mohammad Ziauddin, Prof. Atiqur Rahman, Prof. Haroon Sajjad, Dr. Lubna Siddiqui, Prof. Saeed Uddin Ahmad, Prof. Mohammad Mazhar Ali Khan and Prof. Mehtab Alam who have been very helpful and have given their valuable time, effortand input.

We wish to place on record our gratitude to Shri Mukhtar Abbas Naqvi,
Minister of Minority Affairs, who has had the vision of forming this Committee to look into an issue that is vital and urgent for the Minority community. He has encouraged usand given us the freedom to function and give our recommendations.

Afzal Amanullah

Dated : 10th May, 2017

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Acknowledgement

The preparation of this report was successful due to the effort of a number of academicians and organizations. The committee would like to express sincere gratitude to them for their valuable contribution. A number of institutions and organizations and individuals helped us by providing required information or permission for accessing data. The Kendriya Vidyalaya Sangathan, the Jawahar Navodaya Vidyalaya Samitee, the University Grants Commission, the Registrar General's Office of the Indian Census, the National Commission for Minorities, the National Commission for Minority Educational Institutions, the Jamia Millia Islamia, the National Council of Educational Research and Training, the National University of Educational Planning and Administration and the NCAER shared valuable data with us.

Most of the Committee's formal sittings were held at the India Islamic Cultural
Centre (IICC), NewDelhi and the Committee extends itsthanks to the IICC.

We are grateful to Shri Mukhtar Abbas Naqvi, Minister of Minority Affairs for taking this initiative for the establishment of educational institutions for the educationally backward minorities. Thanks are also due to Prof. S.N. Pathan for participating in discussions and giving inputs in the committee meetings like a regular member.

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Prof. Sushant G. Ghosh, Prof. Shafeeque Ahmed Ansari, Prof. M. Ejaz
Hussain, Prof. Saranjit Singh Bhasin, Prof. S.M. Akhtar, Ar. Mohammad Ziauddin, Prof. Atiqur Rahman, Prof. Haroon Sajjad, Dr. Lubna Siddiqui, Prof. Saeed Uddin Ahmad, Prof. Mohammad Mazhar Ali Khan and Prof. Mehtab Alam - Faculty Members, Jamia Millia Islamia - have all provided valuable academic support for preparing National Institute's programme structure. Thanks are due to Prof. Ilyas Husain, Dean, Faculty of Education, Jamia Millia Islamia who made available the services of Saidalavi, Research Scholar for the entire duration of the Committee's tenure.

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Preamble

Education or “Taálim”, is the single most important instrument for social and economic transformation. A well-educated community equipped with knowledge and skill is not only essential to support and advance economic growth but also essential for inclusive growth. The educated and skilled person is much better placed to derive benefit from employment opportunities. Education enables people to be conscious of the socio-political issues in a society and to find solutions to the problems. The ability to think and act arouses greater political consciousness in people. Education helps to increase functional ability of people especially those who are deprived from being in the mainstream. Education has come to be viewed not only in terms of filling basic intellectual gaps, but also as a way of strengthening peoples' critical abilities which enhance their capacity to diagnose their needs, assert their rights, and have greater control over the decision makings that affecttheir lives.

Education has to serve as an engine for development, especially for the minorities of the country. Obviously the development of a nation hinges on how much its minorities have been mobilized to contribute to the over-all growth. Despite government efforts towards the development of minorities, there still remains a visible gap particularly in the case of the Muslim community in India. As education is

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a key factor for their development, attention should specifically be given to Minority communities in national and stateeducational schemes.

The educationally most disadvantaged community amongst the minorities in
India are Muslims. They are lagging behind in literacy, enrollments and in successful completion of courses at primary, secondary and tertiary levels. Quality institutes such as Kendriya Vidyalayas, Jawahar Navodaya Vidyalayas etc are less accessible to minorities specially Muslim students. A large number of their youth are dropouts from schools and colleges. The majority of dropouts are seen in the States of Uttar Pradesh, Assam and West Bengal. Unfortunately, every year large numbers are added to the growing army of unemployed youth. School dropouts among Muslims in India are mostly due to “Low per capita income, low socio-economic status, children engaged in household activities, lack of awareness (ignorance) about the importance of education, large family size, problems of schools (and curriculum), social problems like insecurity of girls, etc.”

Human resources are the basis for wealth creation of any region. Providing educational facilities in minority concentrated areas will help to increase their availability and quality and lead to better use of human resources of the country. The role of education is paramount in community development, impacting on

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employment and income. Education increases an individual's capacity for production and provides opportunity to develop the personality and leadership quality. Education has a desirable controlling influence over improving the standard of living of any community or society. So, the assurance of quality and standard of education should be a fundamental pre-requisite of any educational scheme. Accessibility and universalization of education plays key roles in community development in developing nations such as India. Institutions in minority concentrated areas such as central schools and community colleges can be helpful for the accessibility of education to the minority students.

The Constitution of India, Article 30 (1) mandates that, Minorities have the right to establish and administer educational institutions of their own. Ministry of Minority Affairs, Government of India is committed to address the existing backwardness in education of minorities, especially the Muslims. The earlier reports also revealed that one fourth of Muslim children in the age group of 6-14 years have either never attended school or have dropped out. For children above the age of 17 years, the educational attainment of Muslims at matriculation is 17%, as against the national average of 26%. Only 50% of Muslims who complete middle school are likely to complete secondary education, compared to the national average of 62%. The Report has also drawn attention to the low levels of educational attainment

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among Muslim women, Muslims in rural areas, as well as in technical and higher education. The Committee has also made a number of recommendations for improvement of the educational status of the Muslim community. Further, the Committee mentions that education is an area of great concern for the Muslim community. The popular perception that religious conservatism among Muslims is a major factor for not accessing education is incorrect. The recognition of their educational backwardness is quite acute among a large section of Indian Muslims and they wish to rectifyit urgently.

The Ministry of Human Resource Development (MHRD) has taken several significant initiatives through schemes such as ' Scheme for Providing Quality Education in Madrasas' (SPQEM), 'Infrastructure Development of Minority Institutions' (IDMI) and 'Scheme for Madarsas and Maktabs' (SMM). MHRD has also taken action for strengthening of the 'National Council for Promotion of Urdu Language' (NCPUL) and establishment of the 'National Commission for Minority Educational Institutions' (NCMEI).

Among minorities Muslims have been identified as the biggest community and educationally the least advantaged group in the country. Therefore special focus on this particular community is necessary to pull them up to the national level and get

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them accessibility to quality education. In this scenario the Ministry of Minority Affairs, Government of India constituted a Committee vide F.No. XIII/23/Misc./MAEF-2016/1, dated 10.01.2017(Annexure I) to look into the modalities for the establishment of Educational Institutions in different parts of the countryfor facilitating educational development of minorities.

The committeefocuses on thefollowing objectives:

1) 2)
To strengthen the school baseof Minorities. To provide skill development courses and avenues of completing graduation to the minority students.

  • 3)
  • To create opportunities of higher education for the Minorities.

The Committee's recommendations are in line with these objectives.

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Chapter - 1 :

Educational Status of Minorities

Six religious communities i.e. Muslim, Christian, Sikh, Buddhist, Jain and Parsi are notified as Minorities in India by the Union Government. As per Census 2011, the total population of Minorities in the country is approximately 19.3 % out of a total population of 1210million.

Figure 1.1 Population of Minorities in India
(% of total population Census 2011)

Among Minorities, the population divisions are: Muslim 14.23 %, Christian
2.30 %, Sikh 1.72 %, Buddhist 0.70 %, Jain 0.37 % and Parsi 0.006 %. Muslims are the largest minority community of India with a population 172.24million.

It is to be noted that among all the minorities, Muslims are educationally, the most disadvantaged community in India. Besides economic reasons, low

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accessibility to educational institutions is a major cause for the backwardness of the community.

1.1 Literacy

Literacy is one of the standard tools to measure the development of a society or a community.

  • 1.1.1
  • LiteracyRateof Minorities

As per Census 2011, literacy percentage rates of Minorities are: Jain 94.88,
Christian 84.53, Buddhist 81.28, Sikh 75.39 and Muslim 68.53 against the national average of 72.98%.

Figure1.2Minority LiteracyGapagainstNationalAverage(Census 2011)

-4.45
2.41

11.55

The figures show that among all minorities, it is the literacy rate of only the
Muslims that is less than the national average. Muslims are the only minority community that has a literacy gap in minus points as compared to the National

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