In a state like Odisha, Urdu knowing students are forced to read text books in other than Urdu language which creates tremendous difficulties for every learner. If the Right to Education Act of 2009 ensures education for all children from 6-14 years, it also implies that teachers and teaching materials as well as infrastructure of institutions must be taken care by the governments. But there is no such provision for the Madrasas in most of the state governments. This creates a big gap in the Madrasa education system of various state governments.
There are a few problems that arise in case of all the Madrasas, big or small government or private in the country. While the entire country cries for quality education, no government is aware of the fact that there can never be quality education without a trained, efficient and qualified teacher. It is an astonishing fact that there is no provision for the training of Madrasa teachers, as a result of which these teachers know nothing of the basic of teaching methodology. Obviously much of the energy, time and money are wasted due to the lack of training system in Madrasas education.
Similarly there is no system of the evaluation method in Madrasas. Often the same teacher is the paper settler, examiner and custodian of answer sheets; even there is no idea of the preparation of syllabi nor any concept of the selection of text materials and this creates a great sense of confusion in Madrasas education.
A major problem may be found in the country owing to the lack of uniformity in the existing Boards of Madrasas Education in different states. In some states these boards are recognized by the government, whereas in other states they are purely private. Whereas in some cases the private boards of education function quite well, the government boards utterly fail, chiefly because the officers appointed are neither qualified nor the governments bother to appoint the inspecting officers, controllers and required number of staff to run these educational boards properly.
Similarly, these governments have failed to have a uniform salary pattern, ensuring promotion of teachers and appointing right type of teachers. Often non-Urdu officers are appointed as heads of the Madrasas Boards and non-Urdu teachers are appointed to teach Urdu- knowing pupil revealing utter in difference and callous attitude of the government towards these Madrasa Education Boards.
The most acute problem in our country is the modernization of Madrasa Education and ensuring effective standard of teaching bringing them close to the main stream of the country. The UPA government did take up the problem and introduce a few schemes under modernization of Madrasas Educatoin like SPQEM, IDMI, centrally sponsored language teachers and others, but much of these schemes's efficiency was lost in the maze of Centre-State bureaucracy system and a good deal was lost owing to the lack of communication. In short the UPA government failed to achieve the target in giving a right discretion to the Madrasas Education.
What is needed most today is to bring uniformity in Madrasas education by treating it as important as the Model School or any other important institution in the country. It is also important to pay heed to the most successful private Madrasas in various parts of the country in order to give them lift to come close to other public schools of the country with due reorientation of courses of studies and inclusion of necessary science subjects.
Above all, the government needs to ensure appointment of teachers in all the vacancies of all Madrasas and introduce a fresh uniform policy for the Madrasa Education in order to raise it to a really viable academic standard.
This is a real challenge to the Narendra Modi-led government particularly because it relates to the educational system of the major minority community which waits with great hope and expectation to see the attitude of the new government towards this vital problem.
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