Ministry of Human Resource Development Government of India May 2013 - - PowerPoint PPT Presentation
PRESENTATION ON REPORT OF THE STANDING COMMITTEE OF THE NATIONAL MONITORING COMMITTEE FOR MINORITIES EDUCATION (NMCME) Ministry of Human Resource Development Government of India May 2013 1 Background National Monitoring Committee
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National Monitoring Committee for Miorities Education
(NMCME) in its meeting on 5th March, 2012, decided to constitute a Standing Committee.
Standing Committee of National Monitoring Committee for
Miorities Education (NMCME) notified on 27th April, 2012
Five Sub-Committees were also directly set up by the Govt.
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the MHRD;
cater to the specific needs and requirements of the minority community;
minority education and welfare and suggest ways and means to implement the recommendations/conclusions of those Committees;
related schemes/programmes being run by the MHRD and
to bring to the notice of the Government and NMCME. In all, the Standing Committee and Sub-Committees held 32 meetings across the country.
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Section 2(f) of The National Commission for Minority Educational Institutions Act,
2004 states iority, for the purpose of this Act, means a community notified as such by the Central Government.
MHRD vide their notification of 18th Jan. 2005 notified the following communities
as the minority communities, namely: Muslims, Christians, Sikhs, Buddhists and Zoroastrians (Parsis).
Para 4.8 of the National Policy on Education 1986 reads : “oe minority groups
are educationally deprived or backward. Greater attention will be paid to the education of these groups in the interests of equality and social justice……
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S.No. Communities of Minorities Population Respective % of the Total population of the country 1. Muslims 13.81 crore 13.4% 2. Christians 2.40 crore 2.3% 3. Sikhs 1.92 crore 1.9% 4. Buddhists 79.55 lakh 0.80% 5. Zoroastrians (Parsis) 69000 0.007% Total : 18.95 crore Total : 18.4 % Source : Census India 2001
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State Total Population Minority Population
Muslims Christians Sikhs Buddhists All India 1,028,610,328 138,1888,240 24,080,016 19,215,730 7,955,207 1 Uttar Pradesh 166,197,921 30,740,158 212,578 678,059 302,031 2. Bihar 82,998,509 13,722,048 53,137 20,780 18,818 3. West Bengal 80,176,197 20,240,543 515,150 66,391 243,364 4. Assam 26,655,528 8240,611 986,589 22,519 51,029 5. Jharkhand 26,945,829 3,731,308 1,093,382 83,358 5,940
Source : Census India 2001
All religious communities 75.3 53.7 64.8 Muslims 67.6 50.1 59.1 Christians 84.4 76.2 80.3 Sikhs 75.2 63.1 69.4 Buddhists 83.1 61.7 72.7 Source: The First Report of Religion data Cesus of India 2001
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Reliable data of participation of religious minorities at various levels of
enrolment is very poor. There is a comprehensive system of capturing data from Class 1 to Class 8 under District Information System for Education (DISE).
Secondary Education Management Information System (SEMIS) project does
not capture the data for religious minorities.
Lack of data of participation of Minorities at higher and technical is equally a
limiting factor.
No data on participation of Minorities in courses offered by Ministries other
than the HRD, e.g. Ministry of Health and Family Welfare (medical and para- medical courses), Department of Agricultural Research (Bsc/BVSc etc), Ministry of Textiles (Fashion Technology etc.).
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We don’t know:
How many minority students are going to Central Schools? How many minority students are going to Navodaya Vidyalayas? How many minority students are going to Model Schools? How many minority students are going to Medical colleges,
Agriculture Universities etc…?
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with other religious groups, with few exceptions.
share of Muslim children in enrolment is in accordance with their share in the population.
somewhat lower than their share in the population. There are large variations across States and within States.
primary education point to early withdrawal of children without completing the elementary cycle of education.
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UGCs approach paper to the XII Five Year Plan : enrolment and GER for the Muslim population is much lower than that for non-Muslim students.
GER for Muslim students is half that of the total GER.
Compared to 2004-05, the increase of GER for Muslims is 11% while that for non-Muslims is 18%. Enrolment and GER (18-22 Years)
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NSS 61st round (2004-05) NSS 61st round (2007-08) Enrolment (000) GER % Enrolment (000) GER % Muslims 1,308.08 8.5 1,521.4 9.51 Non-Muslims 14,170.9 15.1 17,102.4 18.54 Total 15,479.7 14.19 18,623.8 17.21
Poor transition rates at secondary level Accessibility issues, such as admission in higher education institutions, difficulty
for girls in commuting distances
Poverty – contributing for high rate of drop outs of Muslim children to opt for
employment instead of pursuing further studies.
Inadequate scholarships and financial assistance Lack of Urdu medium schools at primary level, especially in UP Lack of desired response to Madarsa modernisation Inadequate skill based and vocational educational institutes Lack of data on minorities and disaggregated data gender-wise, region-wise,
urban-rural wise
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Develop a mechanism for capturing data of minorities at secondary and higher
education levels across all relevant Ministries/Departments
Create a National Data Bank for capturing data on :
Educational Participation of minorities at all levels Keeping track of applications submitted under various schemes cutting
across Ministries
Preparation of Educational Maps for Muslim Concentration Districts (MCDs) Special Study in Muslim Concentration Areas of UP and Bihar to ascertain
reasons for inadequate participation in certain districts.
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To provide assistance to Madarsas and Maktabs as per earlier dispensation under SSA even though they are outside the ambit of RTE Act .
Opening of primary schools in Urdu medium to ensure that education in mother tongue is available at primary level if the number of students in a class is more than 15.
Establishment of KGBVs in Districts with more than 10% minority population. KGBVs – Facts & figures
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MHRD may study reasons for disproportionately high enrolment in Madarsas in some districts : Enrolment in Madarsas
To provide assistance to Madarsas and Maktabs as per earlier dispensation under SSA even though they are outside the ambit of RTE Act
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Facilities to Muslim students and other minorities to be at par with SCs/STs,
such as scholarships amount, full reimbursement/ fee waiver and hostel
Under the Scheme of 2500 Model Schools in PPP mode at least 10%, i.e., 250
schools should be reserved for religious minorities in proportion to the number of schools sanctioned in each State.
Prompt Issuance of NOC by State Govts. to minority institutions for
affiliation/ permission from CBSE/NCTE
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Prompt approval of proposals for opening of new schools. Setting up two schools on the pattern of Navodaya Vidyalayas (NVs) in each of
the 90 Minority Concentration Districts (MCDs).
Take help of local NGOs may be taken to attract minority children so that the
benefit of these schools can accrue to the local minority community.
Setting up at least two Girls hostels in each of the 90 MCDs with a capacity of
100 girls.
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A scheme by the name Hunar was started in Bihar in which 13000 Muslim girls had taken training. This scheme was implemented in Bihar by NIOS with the help of different NGOs. However, this course is not continuing in Bihar after its one year success story.
The Committee strongly recommends that this scheme should be
implemented in the whole country through NIOS with the support of NGOs and the funding should be done through NIOS.
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Setting up coaching academies for competitive examinations of engineering,
medicine, etc. MHRD may announce a scheme for providing residential coaching to students of minority communities who may be selected on the basis of marks in class 10/12 of the respective board.
Establishment of model polytechnics and if necessary through NGOs on PPP
model.
Establishment of a separate Urdu Bureau in MHRD and increase of funds for
promotion of Urdu language.
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Establishment of Minority Cell in all Departments/ Autonomous bodies like
UGC, AICTE, NCTE etc.
Formation of a Committee with one Member from the Minority community
by the UGC for increasing awareness of the minorities to the coaching being conducted by Universities.
Increased access of a minority students in higher education institutions based
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Awareness and publicity of MH‘Ds schemes through advertisement/ seminars/
conventions.
Urdu TV channels and Urdu newspapers may be extensively used for releasing
advertisements.
Use internet and social media for disseminating information about government
schemes amongst the minority communities.
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Creation of a Data Bank to capture data of enrolment at all levels. Set up two Navodaya Vidyalaya in each 90 MCD. Bring scholarship eligibility and amount at par with SC students. Admit student
without fee and let the institution seek reimbursement from Central Govt.
Under Scheme of Model Schools in PPP mode, at least 10 % be given to
Minority institutions.
Set up diversity Index in higher education institutions. National Commission for Minority Education Institutions to classify institutions
by course offered, minority community and medium of instruction. Set up a computerised data base for this.
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S.No. Name of KGBV Block District State
(Total no. of girls)
1. Kewati Darbhanga Bihar 1 (100) 2. Dhandaha Purnea Bihar 2 (100) 3. Majhauliya West Champaran Bihar 2 (100) 4.
Gajpati Odisha 0 (100) 5. Rajpura Badaun U.P. 0 (100) 6. Rahrabajar Balrampur U.P. 3 (100) 7. Kiratpur Bijnaur U.P. 0 ( 72) 8. Barkhera Pillibhit U.P. 9 (100) 9. Kalan Shahjahanpur U.P. 9 (100) 10. English Bazar Maldah W.B. 0 ( 30) 11. Amrapara Pakaur Jharkhand 0 ( 45)
Source: MHRD Data
Ministry of Social Justice & Empowerment (MSJE)
Ministry of Minority Affairs (MoMA)
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Feature MSJE MoMA Object For studying in Class IX & X. For sending children to School. Eligibility Annual income of parents should not exceed Rs.2.00 lakh
not exceed Rs.1.00 lakh.
less than 50% marks in previous exam. Value
months for Day Scholars.
months for Hostellers
actual (for Day Scholars & Hostellers)
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Feature MSJE MoMA Object Financial Assistance at a Post- Matric level. Financial assistance to meritorious students belonging to economically weaker sections of Minorities. Eligibility Annual income of parents should not exceed Rs.2.00 lakh.
exceed Rs.2.00 lakh.
than 50% marks in previous exam. Value
compulsory non-refundable fees
Admission and tuition fee (for Day Scholars & Hostellers) :
p.a.).
level (maximum of Rs.10000 p.a.
under graduate/post–graduate (maximum of Rs.3000 p.a.).
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S.No. State Enrolment of Muslims in Madarsas (in percentage)
1. Maharajganj Uttar Pradesh 201.45 1. Sheopur Madhya Pradesh 145.13 2. Morena Madhya Pradesh 138.60 3. Rewa Madhya Pradesh 134.14 4. Datia Madhya Pradesh 86.06 5. Porbandar Gujarat 85.79 6. Bhopal Madhya Pradesh 82.17 7. Satna Madhya Pradesh 77.46 8. Siddharth Nagar Uttar Pradesh 70.37 9. Guna Madhya Pradesh 66.69 10. Sawai Madhopur Rajasthan 63.87 11. Raigarh Chhattisgarh 62.34
Source :Prepared by NUEPA from DISE
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Issue relates to large number of unfilled posts of Urdu teachers in Delhi. The eligibility for appointment as an Urdu teacher , puts candidates who have
studied Urdu are at a disadvantage as it states that any of three languages namely Urdu, Punjabi or Hindi should have been studied at Class XII.
This means that there is no provision for appointment of Urdu knowing teachers in
various subjects.
There is a great necessity of identifying Urdu knowing teachers to teach various
subjects in Urdu medium schools.
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