utraash
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That's also welcoming dear..... I am not religiously biased dear....
Maharashtra Government De-recognises Madrasas!
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jamahir
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Hindustani78
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Some news reports mention that Bihar and Uttar Pradesh recognise madrasas as schools, which is perfectly fine if the madrasas are teaching all the subjects prescribed by their State curricula.
The project of developing a national system of education is at least a 100-year-old one, though it took concrete shape only after Independence. The idea was debated by leaders of the freedom movement by the beginning of the 20th century. Sir Syed Ahmad Khan, Sri Aurobindo, Annie Besant, Madan Mohan Malaviya, and many others saw the ills of the system of colonial education and had their own ideals of national education. But many began to recognise that these ideals of education could not become a national system of education. In a systematic analysis, Lala Lajpat Rai rejected all the ideas mentioned earlier as being unworthy of national education status as he felt it would be sectarian. He recommended nonsectarian secular education in his book, The Problem of National Education in India, which was published in 1920. Tagore and Gandhiji wanted a system of education without any sectarian element. The Zakir Hussain Committee Report on Basic National Education articulated an ideal of citizenship that was strongly democratic.
After Independence, the University Education Commission 1950, the Secondary Education Commission 1952, and the Education Commission 1964 were all aware of the need for a national system of education. But education was a state subject in all its aspects including structure, curriculum and pedagogy. Therefore, the national system was more of a cherished ideal than a reality. Only after the 42nd Constitutional Amendment in 1976 did it really become possible to develop a national system of education. The characteristics of the ‘10+2’ structure of school education mentioned earlier, a common core of the curriculum and a more or less common scheme of studies emerged after that. It has taken a lot of hard work to achieve this state. The work is still unfinished as we still do not have commonly accepted standards of achievement. Also, we still do not have the ‘5+3+2’ structure of the first 10 years of education as some States have four years of primary education. But because of the common core of the curriculum and common scheme of studies we can now think of common achievement standards.
This kind of debate will dismantle that hard-earned consensus in structure and curriculum, thereby making equal opportunity impossible as there will be no criteria for judging equality or the lack of it. In any case, RTE is not being implemented with serious commitment in the country. If attempts like identifying “non-school going children”, as per its norms, are embroiled in unjustified controversies, political correctness will further demotivate governments from implementing whatever little is being attempted.
(Rohit Dhankar is Director, School of Education, Azim Premji University, Bangalore, and Academic Advisor, Digantar, Jaipur.)
The project of developing a national system of education is at least a 100-year-old one, though it took concrete shape only after Independence. The idea was debated by leaders of the freedom movement by the beginning of the 20th century. Sir Syed Ahmad Khan, Sri Aurobindo, Annie Besant, Madan Mohan Malaviya, and many others saw the ills of the system of colonial education and had their own ideals of national education. But many began to recognise that these ideals of education could not become a national system of education. In a systematic analysis, Lala Lajpat Rai rejected all the ideas mentioned earlier as being unworthy of national education status as he felt it would be sectarian. He recommended nonsectarian secular education in his book, The Problem of National Education in India, which was published in 1920. Tagore and Gandhiji wanted a system of education without any sectarian element. The Zakir Hussain Committee Report on Basic National Education articulated an ideal of citizenship that was strongly democratic.
After Independence, the University Education Commission 1950, the Secondary Education Commission 1952, and the Education Commission 1964 were all aware of the need for a national system of education. But education was a state subject in all its aspects including structure, curriculum and pedagogy. Therefore, the national system was more of a cherished ideal than a reality. Only after the 42nd Constitutional Amendment in 1976 did it really become possible to develop a national system of education. The characteristics of the ‘10+2’ structure of school education mentioned earlier, a common core of the curriculum and a more or less common scheme of studies emerged after that. It has taken a lot of hard work to achieve this state. The work is still unfinished as we still do not have commonly accepted standards of achievement. Also, we still do not have the ‘5+3+2’ structure of the first 10 years of education as some States have four years of primary education. But because of the common core of the curriculum and common scheme of studies we can now think of common achievement standards.
This kind of debate will dismantle that hard-earned consensus in structure and curriculum, thereby making equal opportunity impossible as there will be no criteria for judging equality or the lack of it. In any case, RTE is not being implemented with serious commitment in the country. If attempts like identifying “non-school going children”, as per its norms, are embroiled in unjustified controversies, political correctness will further demotivate governments from implementing whatever little is being attempted.
(Rohit Dhankar is Director, School of Education, Azim Premji University, Bangalore, and Academic Advisor, Digantar, Jaipur.)
Hindustani78
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BJP leader Satpal Malik calls for modernising madrasa education | Zee News
Last Updated: Tuesday, July 14, 2015 - 22:34
Jodhpur: BJP National Vice President Satpal Malik on Tuesday called for modernising madrasas, which he said have "reduced to centres of religious education".
"We need to emphasise modern education for development of the nation. Unfortunately, no modern education is being imparted in the madrasas of the country. They are only imparting education on religious teaching," he said.
Malik was invited as the chief guest on the 53rd foundation day celebration of Jai Narayan Vyas University here.
He further said that all the madarsas, however, are not such but "most of them are churning out the students with backwardness and orthodox beliefs by emphasising religious teaching."
"This is not good for the future of the country in absence of modern and academic curriculum," Malik said.
He termed universities as "laboratories for future politicians" and called for making the atmosphere of universities conducive in every aspect for the country's benefit.
Malik also laid emphasis on women's education, saying it would not only ensure social welfare but also an all-round development of the nation.
"An educated woman means an educated society," he said.
PTI
Last Updated: Tuesday, July 14, 2015 - 22:34
Jodhpur: BJP National Vice President Satpal Malik on Tuesday called for modernising madrasas, which he said have "reduced to centres of religious education".
"We need to emphasise modern education for development of the nation. Unfortunately, no modern education is being imparted in the madrasas of the country. They are only imparting education on religious teaching," he said.
Malik was invited as the chief guest on the 53rd foundation day celebration of Jai Narayan Vyas University here.
He further said that all the madarsas, however, are not such but "most of them are churning out the students with backwardness and orthodox beliefs by emphasising religious teaching."
"This is not good for the future of the country in absence of modern and academic curriculum," Malik said.
He termed universities as "laboratories for future politicians" and called for making the atmosphere of universities conducive in every aspect for the country's benefit.
Malik also laid emphasis on women's education, saying it would not only ensure social welfare but also an all-round development of the nation.
"An educated woman means an educated society," he said.
PTI
Hindustani78
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Maharashtra Chief Minister Devendra Fadnavis.
Won’t interfere in religion, Fadnavis tells Muslims - The Hindu
The BJP-Sena government has no intention to interfere in the religion or culture of minorities and is focussed on working towards building mutual trust, Maharashtra Chief Minister Devendra Fadnavis said on Monday.
He was speaking at ‘Taleem ki Taquat,’ a conference organised by Chancellor of Maulana Azad National Urdu University Zafar Sareshwala, on the importance of formal education within the Muslim community. The programme comes days after the Maharashtra government kept madrassas out of a school education survey last month on the ground that they do not teach the four subjects prescribed in the national curriculum and only impart religious education.
‘Creating trust is vital’
“The most important task is to create trust. The government is not encroaching on religion, culture or rituals of minorities. Rather, it is working on bringing everyone together,” Mr. Fadnavis told Muslim intellectuals, businesspersons and senior government officials at the Four Seasons Hotel in Mahalaxmi in central Mumbai.
One of the reasons behind the lack of development of minority community was that people played politics with schemes meant for improving the conditions of Muslims, Mr. Fadnavis said. The governments in the past didn’t do what they ought to have done.
Intellectuals in the Muslim community must spread the message of trust in the government.
He assured them that his government would offer all the financial help possible to any educational scheme for minorities.
He spoke about the measures taken by his government to modernise Madrassas. “However, we need to build consensus. Some leaders should to be told to keep politics away from education,” he said in a veiled reference to the Opposition parties.
Hindustani78
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Islam and terrorism: UP madrasa takes lead in fighting misuse of Quran by terrorists | Zee News
Bareilly: A madrasa here has taken the lead in fighting misuse of the holy Quran by terrorist groups.
The Dargah Aala Hazrat here has included a subject called 'Islam and terrorism' in the Hadith course.
The aim is to help graduate students understand the original text from the Quran and not be carried away with incorrect translations that are promoted by terrorist groups to win support.
As per The Times of India, clerics at the Jamia Razviya Manazar-E-Islam madrasa will help students understand how original extracts from the Quran and Hadith are different from the one 'peached' by terrorist groups.
The madrasa will also organise workshops to show students how terrorists misuse religion spread their message and influence young and impressionable minds.
"Many terrorists groups, including IS, al Qaeda and Taliban have published misleading extracts from Hadith. Through this, they try to lure youngsters to join their groups. The original texts of religious books are in Arabic. These groups fool young people by misquoting religious texts while offering a translation. In this specialisation course, we will compare original extracts with the ones published by terrorist organizations to make students aware of the true message of Islam, and demonstrate how it is being corrupted," the daily quoted Mufti Mohammed Saleem Noori, senior teacher and head of the specialization course, as saying.
Eight students are currently enrolled in the graduate course which began on Wednesday.
Bareilly: A madrasa here has taken the lead in fighting misuse of the holy Quran by terrorist groups.
The Dargah Aala Hazrat here has included a subject called 'Islam and terrorism' in the Hadith course.
The aim is to help graduate students understand the original text from the Quran and not be carried away with incorrect translations that are promoted by terrorist groups to win support.
As per The Times of India, clerics at the Jamia Razviya Manazar-E-Islam madrasa will help students understand how original extracts from the Quran and Hadith are different from the one 'peached' by terrorist groups.
The madrasa will also organise workshops to show students how terrorists misuse religion spread their message and influence young and impressionable minds.
"Many terrorists groups, including IS, al Qaeda and Taliban have published misleading extracts from Hadith. Through this, they try to lure youngsters to join their groups. The original texts of religious books are in Arabic. These groups fool young people by misquoting religious texts while offering a translation. In this specialisation course, we will compare original extracts with the ones published by terrorist organizations to make students aware of the true message of Islam, and demonstrate how it is being corrupted," the daily quoted Mufti Mohammed Saleem Noori, senior teacher and head of the specialization course, as saying.
Eight students are currently enrolled in the graduate course which began on Wednesday.
Hindustani78
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Muslim organisations flay decision to close madarsas
Jaipur, Sep 13, 2015, DHNS:
The BJP-led state government’s recent decision to close down 655 madarsas is Rajasthan has invited strong criticism from the minority community and its organisations.
The saffron party is again facing allegations of implementing Rashtriya Swayamsevak Sangh’s (RSS) agenda by depriving Muslim children of education in madarsas. Within a week, this is the second controversy after government ordered mandatory blood donation camps at all colleges on September 25 – the birth anniversary of Jan Sangh leader Deen Dayal Upadhyaya, a date which may coincide with Bakr-Eid.
The state government said that the decision to close madarsas was taken after a detailed report submitted by the Rajasthan Madarsa Board. The report says 2,352 registered madarsas receive aid from the state and 655 of them have enrolments of less than 20 students, which is not enough to sustain them.
The government has also decided that para-teachers in these closed seminaries will not be transferred elsewhere, which means 252 para-teachers will become jobless. The maximum number of madarsas closed are in Jaipur and Tonk districts.
“The decision has been taken due to poor enrolment. At many places there was no enrolment,” said Saeed Ahmed, secretary of the madarsa board.
However, several political and social organisations have registered their strong protest against the state government’s decision. According to them, District Information System for Education (DISE) report 2013-14 says that state has over 2,352 madarsas with an enrolment of 1.87 lakh. Other than religious teachings, students get to learn Urdu along with other subjects.
“According to Sachar committee report, Muslims are the most backward when it comes to education. The elementary education given in madarsas to our kids has increased their interest and inclination for higher education. Instead of motivating kids for education, the BJP government is closing madarsas,” said Mujaffar Bharti, president of Maulana Azad Lok Kalyan Sansthan.
The minority leaders have alleged that low enrolment cannot be the criteria to close the institutes. “The BJP is implementing the RSS agenda ever since it came to power in Rajasthan. The decision has been taken in a planned way,” said All India Congress Committee secretary Mirza Irshad Baig.
Rajasthan Urdu Teachers Association has also accused the state of discrimination. “Most of the religious seminaries are being run without teachers and that has been the major reason behind the dwindling enrolment,” said association president Ameen Kaimkhany.
Jaipur, Sep 13, 2015, DHNS:
The BJP-led state government’s recent decision to close down 655 madarsas is Rajasthan has invited strong criticism from the minority community and its organisations.
The saffron party is again facing allegations of implementing Rashtriya Swayamsevak Sangh’s (RSS) agenda by depriving Muslim children of education in madarsas. Within a week, this is the second controversy after government ordered mandatory blood donation camps at all colleges on September 25 – the birth anniversary of Jan Sangh leader Deen Dayal Upadhyaya, a date which may coincide with Bakr-Eid.
The state government said that the decision to close madarsas was taken after a detailed report submitted by the Rajasthan Madarsa Board. The report says 2,352 registered madarsas receive aid from the state and 655 of them have enrolments of less than 20 students, which is not enough to sustain them.
The government has also decided that para-teachers in these closed seminaries will not be transferred elsewhere, which means 252 para-teachers will become jobless. The maximum number of madarsas closed are in Jaipur and Tonk districts.
“The decision has been taken due to poor enrolment. At many places there was no enrolment,” said Saeed Ahmed, secretary of the madarsa board.
However, several political and social organisations have registered their strong protest against the state government’s decision. According to them, District Information System for Education (DISE) report 2013-14 says that state has over 2,352 madarsas with an enrolment of 1.87 lakh. Other than religious teachings, students get to learn Urdu along with other subjects.
“According to Sachar committee report, Muslims are the most backward when it comes to education. The elementary education given in madarsas to our kids has increased their interest and inclination for higher education. Instead of motivating kids for education, the BJP government is closing madarsas,” said Mujaffar Bharti, president of Maulana Azad Lok Kalyan Sansthan.
The minority leaders have alleged that low enrolment cannot be the criteria to close the institutes. “The BJP is implementing the RSS agenda ever since it came to power in Rajasthan. The decision has been taken in a planned way,” said All India Congress Committee secretary Mirza Irshad Baig.
Rajasthan Urdu Teachers Association has also accused the state of discrimination. “Most of the religious seminaries are being run without teachers and that has been the major reason behind the dwindling enrolment,” said association president Ameen Kaimkhany.
Hindustani78
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In pics: Co-ed madrasas in Chandigarh send a message of equality, secularism
Feb 09, 2018 10:55 IST
Contrary to the popular practice of same-sex classes after primary school, the madrasas in Chandigarh encourage girls to sit alongside boys to learn mathematics, sciences, Punjabi, Hindi, besides the Quran of course. (Ravi Kumar/HT)
More than 950 students study in the three madrasas, including Madrasa Eizahal-Uloom Mujahidi, Manimajra, Madrasa Shirajul-uloom, Govindpura, and Arobia Faizal Islam. (Ravi Kumar/HT)
They also welcome people from all religions. That explains why 10 students and 50% of the teachers here are non-Muslims. (Ravi Kumar/HT)
The age for admission here is six. (Ravi Kumar/HT)
Regardless of the season, the students begin their day at 5 with a reading of Quran and namaaz, followed by exercises and breakfast. Then it is time for school, within the premises. (Ravi Kumar/HT)
Classes in the school are followed by a lunch break at 1 pm, followed by namaaz and half an hour of rest. After this, it’s time for Quran classes until evening. (Ravi Kumar/HT)
Besides accomplishing memorising the Quran, students aspire to become doctors and engineers. (Ravi Kumar/HT)
Madrasas also offer computer lessons to students. (Ravi Kumar/HT)
Feb 09, 2018 10:55 IST
Contrary to the popular practice of same-sex classes after primary school, the madrasas in Chandigarh encourage girls to sit alongside boys to learn mathematics, sciences, Punjabi, Hindi, besides the Quran of course. (Ravi Kumar/HT)
More than 950 students study in the three madrasas, including Madrasa Eizahal-Uloom Mujahidi, Manimajra, Madrasa Shirajul-uloom, Govindpura, and Arobia Faizal Islam. (Ravi Kumar/HT)
They also welcome people from all religions. That explains why 10 students and 50% of the teachers here are non-Muslims. (Ravi Kumar/HT)
The age for admission here is six. (Ravi Kumar/HT)
Regardless of the season, the students begin their day at 5 with a reading of Quran and namaaz, followed by exercises and breakfast. Then it is time for school, within the premises. (Ravi Kumar/HT)
Classes in the school are followed by a lunch break at 1 pm, followed by namaaz and half an hour of rest. After this, it’s time for Quran classes until evening. (Ravi Kumar/HT)
Besides accomplishing memorising the Quran, students aspire to become doctors and engineers. (Ravi Kumar/HT)
Madrasas also offer computer lessons to students. (Ravi Kumar/HT)
Hindustani78
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Ministry of Human Resource Development
15-March, 2018 17:20 IST
Providing assistance to Madasas
Department of School Education and Literacy is implementing an Umbrella Scheme for Providing Education to Madarsas/Minorities (SPEMM) which comprises of two schemes, namely, Scheme for Providing Quality Education in Madarsas (SPQEM) and Infrastructure Development in Minority Institutions (IDMI). SPEMM is completely voluntary/demand driven scheme in nature.
SPQEM provides interalia for financial assistance to support a maximum of three teachers in a madarsa through the State Governments concerned for honorarium of full time Graduate teachers @ Rs.6000/-p.m. and Post Graduate/B.Ed. teachers @Rs. 12000/-p.m..
In the financial years 2016-17 and 2017-18, Rs.120 crore had been allocated to the Scheme for Providing Education in Madarsas/Minorities (SPEMM) in each year, out of which under SPQEM Rs.106.94 crore, benefiting 20,969 madarsa teachers and Rs.64.00 crore (till end of February) benefiting 12,518 madarsa teachers have been spent in the years 2016-17 and 2017-18 respectively.
During the Central Grant in Aid Committee (CGIAC) meeting held on 14.01.2016 for the year 2015-16, a decision was taken that only those Madarsas which have U-DISE Codes or an Unique Identity/ Registration code given by State Governments would be assisted. Accordingly, the proposals where the State Governments have provided the UDISE codes for the Madrasas are processed as per availability of budget.
This information was given by the Minister of State (HRD), Shri Upendra Kushwaha today in a written reply to a Rajya Sabha question.
*****
15-March, 2018 17:20 IST
Providing assistance to Madasas
Department of School Education and Literacy is implementing an Umbrella Scheme for Providing Education to Madarsas/Minorities (SPEMM) which comprises of two schemes, namely, Scheme for Providing Quality Education in Madarsas (SPQEM) and Infrastructure Development in Minority Institutions (IDMI). SPEMM is completely voluntary/demand driven scheme in nature.
SPQEM provides interalia for financial assistance to support a maximum of three teachers in a madarsa through the State Governments concerned for honorarium of full time Graduate teachers @ Rs.6000/-p.m. and Post Graduate/B.Ed. teachers @Rs. 12000/-p.m..
In the financial years 2016-17 and 2017-18, Rs.120 crore had been allocated to the Scheme for Providing Education in Madarsas/Minorities (SPEMM) in each year, out of which under SPQEM Rs.106.94 crore, benefiting 20,969 madarsa teachers and Rs.64.00 crore (till end of February) benefiting 12,518 madarsa teachers have been spent in the years 2016-17 and 2017-18 respectively.
During the Central Grant in Aid Committee (CGIAC) meeting held on 14.01.2016 for the year 2015-16, a decision was taken that only those Madarsas which have U-DISE Codes or an Unique Identity/ Registration code given by State Governments would be assisted. Accordingly, the proposals where the State Governments have provided the UDISE codes for the Madrasas are processed as per availability of budget.
This information was given by the Minister of State (HRD), Shri Upendra Kushwaha today in a written reply to a Rajya Sabha question.
*****
Imran Khan
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Ban them if you love india and peace
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