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 for Mi�orities� Education (NMCME) in its meeting on 5 th March, 2012, decided to constitute a Standing Committee. Standing Committee of National Monitoring Committee for Mi�orities� Education (NMCME) notified on 27 th April, 2012 Five Sub-Committees were also directly set up by the Govt. 2
Terms of Reference • To monitor the minority related schemes/programmes being implemented by the MHRD; • To suggest modifications, if required, in the schemes of the MHRD with a view to cater to the specific needs and requirements of the minority community; • To study report of previous Committees which have gone into the issues of minority education and welfare and suggest ways and means to implement the recommendations/conclusions of those Committees; • To advise the Committee on setting up a monitoring mechanism for minority related schemes/programmes being run by the MHRD and • Any other issues relating to minority education which the Committee may want to bring to the notice of the Government and NMCME. In all, the Standing Committee and Sub-Committees held 32 meetings across the country. 3
Definition of Minority Section 2(f) of The National Commission for Minority Educational Institutions Act, 2004 states ��i�ority�, for the purpose of this Act, means a community notified as such by the Central Government. MHRD vide their notification of 18 th 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 : �“o�e 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 ……� 5
Population-wise distribution of various minorities S.No. Communities of Population Respective % of the Minorities 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 6
Distribution of Minority population in Major States SN State Total Minority Population 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 166,197,921 30,740,158 212,578 678,059 302,031 Pradesh 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 7
Literacy Rate among Religious Communities Communities Male Female Total All religious 75.3 53.7 64.8 communities 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 �Ce�sus of India 2001 8
Lack of Data on Education Participation of Minorities 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.). 9
Lack of Data on Education Participation of Minorities 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 … ? 10
Enrolment of Muslim Children in Elementary Education Findings Access of Muslim households to primary and upper primary schools is at par with other religious groups, with few exceptions. The participation of Muslim children in elementary education in terms of share of Muslim children in enrolment is in accordance with their share in the population. The share of Muslim children in enrolment at upper primary stage is somewhat lower than their share in the population. There are large variations across States and within States. The distribution of enrolment by grades, and transition rates to upper primary education point to early withdrawal of children without completing the elementary cycle of education. 11
GER of Muslims in Higher Education UGC�s 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) NSS 61 st round (2004-05) NSS 61 st 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 12
Lower participation of Muslims at all levels 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 13
Recommendations- Data related 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. 14
Recommendations- Elementary Education-I 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. KGBV�s – Facts & figures 15
Recommendations- Elementary Education-II 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 16
Recommendations- Secondary Education-I Facilities to Muslim students and other minorities to be at par with SCs/STs, such as scholarships amount, full reimbursement/ fee waiver and hostel facility. Scholarships – M/o SJE & MoMA 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 17
Recommendations- Secondary Education-II 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. 18
Recommendations- Vocational Education and Skill Development 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. 19
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