Friday, January 2, 2026
Facebook Instagram Linkedin Twitter Youtube
Home Blog Page 902

Education for Equality

By
digitalLEARNING Network
-

68 - Ma'din AcademyAmong the top most influential Muslim figures on ‘The Muslim 500’, Sayyid Ibrahimul Khalilul Bukhari, founder of Ma’din Academy, wears many hats and is sought after by several governments across the globe. In an interview to ENN, Bukhari says he strongly believes that education is a powerful way to transform lives and a means to end inequalities suffered by minorities. Excerpts from an interview

When did you establish Ma’din Academy?

We established Ma’din Academy in 1997 to improve the educational and social backwardness of minorities in Kerala’s Malappuram district. Two-thirds of the population in Malappuram is Muslim and their condition was very pathetic.

What was your philosophy behind starting the academy?

I strongly believe that education is a powerful tool that can transform lives and end all sorts of social and economic inequalities of the minority communities. It is through quality education that we have to strive towards the upliftment of the poor and needy into the mainstream.

Explain the situation before your institution came into being.

Before the establishment of Ma’din Academy, it was very sad to see that unlike several other districts in Kerala, Malappuram did not have dedicated institutions of higher and technical education for minority communities, especially Muslims, who formed the largest portion of its total population. For example, the SSLC results of the government schools in the region were extremely poor. In most of the schools, only 20 per cent students used to pass the public examination. The people were less aware of the importance of imparting knowledge and getting educated. As a result, the social, economic and educational status of the minorities remained submerged in backwardness and the future of the students looked bleak.

Tell us about the Academy’s reach.

Ma’din Academy has more than 25 educational and research institutes like the Arts and Science College, Polytechnic College, Industrial Training Institute, Arabic Study Center, Spanish Academy, Institute of French, Institute of Turkish, Language Resource Center, School of Journalism, Special Schools for the blind, deaf and dumb, Research World, Knowledge Hunt, Library and Research Center, Model Academy, Higher Secondary School, Public School (CBSE), Residential School, Molur Central School, Home Science Center etc.

What were the challenges you faced while setting up the Academy?

Insufficient funding and infrastructure along with the availability of suitable plots for construction of buildings are some of the challenges we face.

Any tie-up with other central or foreign universities to offer more courses?

Ma’din Academy has signed Memorandum of Understanding (MoUs) with several national and international universities and institutes and has been carrying out various educational and cultural activities in collaboration with foreign universities. They include International Islamic University of Malaysia (IIUM) University of Southern Queensland, Australia, Instituto Cervantes, Spain, Griffith University Australia, Dar alMustafa University, Tarim, Hadhramout, Yemen and Tabha Foundaton, UAE.

What are your expectations from the new government?

We are very happy and satisfied with the BJP-led government’s projects for a skilled India. We appreciate the government’s allocation of ` 100 crore for modernisation of Madrasas. We expect that the educational development activities will be more inclusive and accountable in the Modi government.

What are your suggestions regarding improvement of minority education?

More educational institutions and infrastructural development should be realised in those areas which are socially and educationally backward, especially in eastern and northern India. A special quota for Muslims under OBC should be passed in the parliament.

Educate, Enrich, Empower

By
digitalLEARNING Network
-

66- 67 - GM MominIn the last eight decades since its inception in 1927, the Konkan Muslim Education Society has spread its sphere of operations from one Anglo-Urdu high school to several educational institutions, including G M Momin Women’s College in Bhiwandi. In an interaction with ENN, Aslam Fakih, President of the K M E Society says the government needs to create a better ecosystem for minority educational institutions to help build a better India. Excerpts from the interview

When was the G.M. Momin Women’s College, Bhiwandi established?

Rafiuddin Fakih, Mustafa Fakih, Murtuza Fakih, Najmuddin Fakih and Ghulam Mohammed Momin founded the college in July 1989. The founders had a noble vision to empower women by promoting higher education for Muslim girls through this Women’s College in Bhiwandi.

Explain the situation in Bhiwandi before your institution came into being?

Muslim Girls were not allowed to pursue higher education after completing their Higher Secondary certificate. The women’s college paved way for the first generation of graduate girls in many families in Bhiwandi.

What are the courses offered by Momin Women’s College?

We offer both under-graduate and post-graduate courses across different streams.

Has the student intake improved?

We started with 94 students in 1989. This year, 1409 students have enrolled in different courses.

Do you offer any incentives to students?

The G.M. Momin Women’s College offers the facility of paying fees in installments, scholarships for meritorious and needy students, book bank scheme and a scholar’s card in library. We also impart free courses in basic computers, Yoga, self-defence, value-added skill development and remedial classes.

Why is it that many minority institutions do not become popular or sought after?

Momin Women’s College is quite popular. Many institutions may be not popular on account of lack of quality and commitment. Others may be handicapped due to lack of funds.

What are the challenges faced in operating the college?

Fund-raising for infrastructure as per the growing demand, to get qualified faculty members and to get students enrolled in the initial stage of any programme are some of challenges. Also, the freedom to administer minority institutions is limited by the govern ment/university.

Are you able to attract good talent?

Though we earnestly wish to match industry standards, we are unable to do so due to lack of funds.

Do graduates from your institution find immediate placement?

Students have been placed in corporate and government sectors. TCS, Infosys and government organisations are some examples. Nevertheless, Muslim students face problems in going out to the corporate world to work as parents do not permit them. However, counseling of parents and conducting training sessions for students has helped change the mindset gradually.

Do you offer any career counseling services for students?

The career counseling and placement cells have been formed and they take care of career placements.

What are the efforts on digital learning front?

Students are guided for distant digital learning. Video conference benefits are available in our campus. Staff and students are also motivated to avail distant learning opportunities through IGNOU and various other distant modes.

Is your institution considering introducing skill development and vocational courses?

We have introduced courses in Fashion Designing, Computer Diploma, Language Development and Personality De- velopment.

“The women’s college has paved the way for the first generation of graduate girls in many families in Bhiwandi”

Have the Centre and state done enough to promote minority education?

We are not satisfied with the efforts taken either by the Centre or the state government so far. Several limitations and hurdles continue to burden the implementation of policies and schemes to reach the targeted beneficiaries.

What are your expectations from the new government?

Minority education institutions should be given government aid to conduct skill-oriented courses, especially for girls. Secondly, counselling programmes for parents and students should be aided by the government. Motivational guest lectures on various issues and solutions must be promoted and assisted by the government. Awareness programmes about distant learning mode should also be supported. Furthermore, policies and schemes should be liberalised for avail- ing benefits in due time to develop the institution. Finally, the allocation towards Higher & Technical education in the Union Budget in 2014-15 is insufficient (1.33 per cent only). I believe that there is an urgent need to review the budget.

What suggestions or grievances do you think need to be urgently looked into?

Incentives should be given for minority institutions which excel in quality to upgrade their infrastructure, even for the unaided programmes. Financial assistance for teachers’ in-service training programmes towards developing ICT skills should also be considered. Under Corporate Social Responsibility (CSR), industries need to come forward to collaborate with minority institutions and train students for varied skills, motivate teachers who adopt innovative methods of teaching and additional remuneration should be arranged for teachers who teach value-added courses. Authorities should also look into inordinate delays in payment of scholarships to minority students and poor implementation of minority welfare schemes.

Investing in the Community’s Youth

By
digitalLEARNING Network
-

64-65 - oasisOasis International School, an educational initiative by a group of Muslim women in Bangalore, believes that imparting quality education will result in leaders guided by justice and informed by reason, writes Ayesha Masood

In any pluralistic society, a community’s survival depends not only on its ability to preserve its values, its religion, its identity, but also on its capacity to contribute to society as a whole. This is particularly true of a minority community like ours.
A cursory look reveals a fairly dismal picture of the state of the Muslim community in India and its overall standard of living. The only way out of this cycle of deprivation is to invest in the youth of our community by providing them an education of excellence and one which is based on high moral values.
Oasis International School strives towards excellence in all aspects of education by adopting a holistic and dynamic curriculum and providing an emotionally safe and a spiritually and morally invigorating environment to all learners, irrespective of their social status or religious leaning.

The Challenge

Graduates of religious educational institutions throughout the Muslim world are generally absorbed by mainly three service sectors. These include mosque-related services, Islamic mission (da’wah) and teaching in religious schools and universities. The Indian Constitution provides equal opportunities to all individuals, organisations and social groups.
However, the largest Indian minority is a victim of deprivation. There is an acute shortage of Muslim representation in government, legislature, education and policy-making organisations. The most serious challenge faced by Muslims is from within their community; primarily due to a near-total lack of objective understanding of their own situation. This is further compounded by several other factors which range from lack of leaders, growing disparity between rich and poor, a nearly 90 per cent school dropout rate, over 50 per cent living below poverty line and social evils tearing at the very moral fabric.
Unfortunately, the choices available are limited to missionary schools, Madrassas and government educational institutions. There are only a handful schools run and managed by the community which we can be proud of.

The Solution

We began small in 1999, with just a handful of students in a bungalow on a 5,000 sq ft of rented property. Vow- ing never to sacrifice on quality of curriculum, staff and infrastructure, the strength of the school soon grew by leaps and bounds with almost 100 students added in a year. This also indicated the need for such schools in the community.
In the first seven years, the school was run in 3 different rented houses, which was a very difficult task. Finally in the year 2006, with the help of soft loans from parents, we purchased 3 acre of land 15 km from town. The construction soon began based on state-of-the- art architectural plan drawn out by a renowned architect. In a span of 14 years now, Oasis has grown to over 1,125 students across Montessori to Grade 12. Almost 20 per cent of our students are supported by way of fees which is part of our policy of bridging the gap between children from affluent homes and those from under-privileged backgrounds.

“We provide our students with an environment that nurtures and develops a strong sense of self-identity among students through a pedagogy rooted equally in religious faith and critical enquiry”

Academic Excellence

At Oasis, we strongly postulate to have established a school of excellence, focussing on high academic standards and life-skill development in a student-centered environment. The school is affiliated to the University of Cambridge, following the IGCSE Syllabus. While the pre-school follows an enriched Montessori Programme inte grated with the international early-years curriculum, the primary school follows the Cambridge International Primary Programme (CIPP) of International Examinations. At the end of Cambridge Secondary 1, students sit through the Cambridge Checkpoint Tests, which provide a detailed feedback on students’ strengths and weak nesses. The Cambridge Secondary 2 (Higher Secondary) follows the IGCSE Curriculum. This programme is designed to give our students international mobility and provides subjects that are educationally sound and challenging. Due to the changing needs of our parents and students, we have established the CBSE curriculum in 11 th and 12 th grades.
Our infrastructure has today grown to a state-of-the-art building with labs, libraries and airy classrooms in 2 campuses. The smaller campus is in Bangalore which houses classes up to grade 2 while grades 3 to 12 are located in the 3-acre campus in the suburbs. We provide our students with an environment that nurtures and develops a strong sense of self-identity among students through a pedagogy rooted equally in religious faith and critical enquiry. Our students are outspoken and courageous with regard to social interactions on minor as well as major platforms, have done well in competitive examinations and are placed in reputed degree colleges.

Inspiration to ‘Be the Change’

By
digitalLEARNING Network
-

62-63 - NakadarWith the inspiration that education is not just the government’s priority, but a subject of people’s initiative, Dr Nakadar Institute of Knowledge in Nandasan, Gujarat, was established in 2004 to play an integral role in the development of an economically healthy country. An ENN report

Education is the road towards a successful and brighter tomorrow. Prevalent conditions, however, do not bode well for minority education in India. In an era where schemes and programmes formulated by the government hardly reach the intended beneficiaries, providing a glimmer of hope for quality education to those who would otherwise have remained deprived, is extremely inspirational.
It is with this vision that the Nakadar Institute of Knowledge (NIK) has been involved in taking care of a large number of rural children whose parents are farmers, menial labourers or from other socially-underprivileged classes. With the low literacy levels in these re gions, especially amongst the girls, this institute has proved as nothing short of a boon to the locals in the boondocks of Gujarat.

Prime Focus

The school maintains that students form the main focus area for NIK. As a result, the school has been conducting extraclasses for the last four years for students of class X and XII. As a result of this initiative, the school’s results have been an impressive 100 per cent. The prime cause of concern for the school, however, is girls’ education. Traditionally, people in the locality still do not believe in sending their daughters to school. Even if they do, they are only given education till the tenth standard. In an attempt to bring around a change in this mindset, the school team is visiting villages, meeting parents and canvassing for the cause of female education.
It is this mindset that has plagued many efforts from all sections of society. Proper knowledge and lack of awareness are the main reasons why many minority institutions do not become popular or sought after, Abdullah Baig, Administrator, Dr. Nakadar Institute of Knowledge tells digitalLearning. “There is need for a suitable monitoring mechanism for minority-related programmes for the awareness and motivation,” he says.
Given the diversity of our country, various dimensions of inequality have affected the education of religious minorities. The people have benefitted from discussions with a wide variety of stake holders including teachers, civil society representations, government officials, academicians, thought leaders and NGOs. On their part, NIK has identified physical and value-based education as the prime objectives of the institute. “We have all facilities required for providing students a modern education system to compete with the contemporary world. We have proved ourselves with 100 per cent result at secondary level and started science stream at Higher Secondary level with highly qualified staff, so that it is helpful for the students in making their career,” adds Baig.

Curriculum

The institute offers schooling from Nursery to XII standard in English medium. Due to the growing demand of surrounding village students, the school began teaching classes XIth and XIIth of the Science stream in Gujarati medium three years ago. Dr Nakadar Institute of Knowledge follows the prescribed and approved courses of the Gujarat Secondary and Higher Secondary Boards. Besides formal education, subjects related to cultural ethos and value education are also incorporated here. Nearly 75 per cent of the students have secured admissions in some of the best engineering and medical colleges in the coutry. In a mark of recognition to the efforts of the institute, the Aligarh Muslim University has offered a distance education center to NIK.
Despite a majority of the students being from surrounding rural communities, the school has continued to have English as the medium of instruction. Though it is a predominantly Muslim school, children of all communities are welcome here.

The Infrastructure

  • The school is built on over an area of 40,000 square feet
  • Dining and a multipurpose hall are available for dramatics, debates and other competitions.
  • Residential facilities for its students.
  • Present hostel students capacity is 100 students, plan to increase it to 200 in near future
  • Newly built spacious 1 and 2 bedrooms staff quarters for the teaching staff.
  • 42 spacious classrooms, one science laboratory, one language and computer lab, audiovisual room, administrative and management blocks, conference rooms and a hall.
  • The number of teaching faculties is 45 and non teaching staff is 15.
  • Seven school buses to transport our students from their villages.

Positive Approach

NIK has ten community members on its board who make policy decisions and oversee the general workings of the school. They, in turn, report to Dr Abdul Rehman Nakadar. The approach of the school rests on the use of effective technologies and new methods of learning to serve future generations. The school aims at equipping students with the education necessary to acquire greater knowledge so as to meet the needs and opportunities of the new century. The school intends to inculcate in the students a vision and lay down a strong moral foundation for their future growth and learning so that they remain steadfast.
The new dispensation at the Centre has come to power with a great deal of expectations. Institutions too are justi- fied in expecting the new government to take the country forward into the league of super powers. The NIK too is confident and expects an economic transformation, taking the country to the next stage of development especially with the development of minority communities. “We expect that in future, we would not see the lapses of the past, and the PM will be equally close to, or equi-distant from, all sections of Indian society. Your announcement that your government will be the government of the poor is re- assuring,” Baig concludes.

A Role Model

By
digitalLEARNING Network
-

61 - MCESFrom four schools in 1992 to 29 educational institutes, 1,100 teaching and 700 non-teaching staff with 27,000 students at the end of the 2013 academic year, it has been no ordinary journey for the Maharashtra Cosmopolitan Education Society (MCES)

Set up with the objective of providing education to the economically, educationally and socially weaker sections of society, the Ma- harashtra Cosmopolitan Education Society (MCES) today figures among the oldest educational organisations of Pune. It is an educational soci- ety registered under the Society’s Reg- istration Act of 1860 and also a Public Trust registered under the Bombay Pub- lic Trust Act 1950. It is also registered under section 12(a) of Income Tax Act 1961 and is exempted under Section 80G of the said Act by the Income Tax Commissioner, Pune.
Set in the scenic surroundings of Pune which provides a peaceful envi- ronment conducive to studying for the students, the society today boasts of an educational complex of higher, medical, technical and professional academic in- stitutions in the field of Arts, Animation and Multimedia, Science, Commerce, Computer Science, Law, Education, Pharmacy, Management Sciences, Architecture, Dental Sciences, Hospitality Studies, Information Technology etc. A total of 1,000 girls and 600 boys stay in two separate hostels inside the campus.
Over the years, the society has made tremendous progress in all fields – academics, sports, and extra-curricular activities. The infrastructure is laced with beautiful buildings, well-laid internal roads, a picturesque landscape, fully equipped laboratories, libraries with over 2,500 computers and furnished hostels for boys and girls. The Sports Complex and pavilion constructed in accordance with national standards is a recognised play area.
In keeping with the times, the MCES campus is equipped with several modern digital libraries and reading rooms, laboratories and smart classrooms. All the institutes are connected through 155 MBPS T-1 Internet line for faster and better e-communication. The entire 24-acre campus is Wi-Fi and safely guarded with 120 night vision cameras. The campus motto has always been to provide the students with the best facilities possible.
The society has made a record to implement Maharashtra State mandatory basic computer certificate (MS-CIT) for students of classes IV and V and dents more than 6,500 stuhave cleared the state level exam and achieved this recognised MS-CIT certificate. All members of the teaching staff and 75 per cent of the non-teaching staff, including class IV employees, have also cleared the MS-CIT.
The students too take maximum advantage of these facilities and have shown great results by participating in state and national level competitions and bringing laurels to their respective colleges and institutions. The moral and value education enhances the person- ality of the students and develops self confidence, self-respect and a positive attitude towards life.
Today, the MCES acts as a source of inspiration and a role model to follow for many educational institutions, not just in Maharashtra, but across India. Rightfully then, their progress and development have been duly lauded and recognised by the Government of India. The M.C.E.Society was awarded the first “Maulana Abul Kalam Azad Literacy Award” constituted by the Maulana Azad Education Foundation, Ministry of Social Justice and Empowerment, Government of India for being one of the best minority educational campuses in India.

Overcoming Challenges for an Educated World

By
digitalLEARNING Network
-

It took three friends a saving of `328, a hand-planted mango tree which was used for school benches and an unbreakable resolve to revolutionise the state of minority education in Valpoi, Goa. This is a story of Shaikh Sulaiman Karol, Mustafa Aga and Mubarak Ali Khan’s struggle, their optimism and their spirit of rising above all odds

he circumstances became the inspiration behind the setting up of United Education Society, Unity High School and the Unity Primary School in Valpoi, Goa. Since there were no options available for primary education in the village for minority groups, children had to look for admissions in another school in a village situated 20 km away from Valpoi. It was as a measure to address this situation faced by Muslim students in the village that led three friends – Shaikh Sulaiman Karol, Mustafa Aga and Mubarak Ali Khan – to establish an educational institution for the betterment of the village and its children.

The journey, of course, was not smooth. After several stumbling blocks, Sulaiman and his friends managed to secure permission to start schooling for students of fifth standard. This hap- pened with the help of political leaders and they started off with a batch of 25 students.
“Ours is definitely a story of struggle as there were only three active members in the committee. Our financial condition was also a challenge, as we had only `328 as our savings together,” recollects Sulaiman.

Mustafa Aga then took charge of making benches for the school. “For this, he sacrificed his hand-planted mango tree,” says Sulaiman. The branches of this tree were used to make benches for the school. Sulaiman took the initiative to teach and was not paid for it. These are instances of sacrifice which should have inspired the entire community. However, even after continued efforts, rumors were rife that the initiative would not survive six months and the parents were extremely hesitant to admit their wards.

Things took a turn for the better and the story of the struggle of three friends soon turned into that of success. The United Education Society was founded in October 1978, the Unity High School in 1982 and the Unity Primary School in 1993. Today, the schools offer pre- primary (English medium), primary (English and Konkani) and secondary school (English) education in three language formulas of English, Konkani and a choice between Hindi and Urdu. Moreover, the school also offers prevocational courses, which are the most sought after.

From a staff strength of two teachers in 1982, the school today has a rich faculty of 30. The student intake too has also risen and the boys to girls’ ratio is 3:1. The school also offers a special scheme for women students where the top ten rankers are given free uniforms and `500 in scholarship.
Over the years, Sulaiman and his friends have had to undertake house- to-house counselling for parents to explain the importance of education. These campaigns have also expanded to other causes such as the mid-day meal scheme, Right to Education, the Sarva Shiksha Abhiyan and the adverse effects of child labour.

Imparting quality education in tune with today’s time and needs is no easy job. The biggest challenge for the school today is to get qualified and skilled teach- ers. Added to this is the lack of funds and the lack of support by the govern- ment. These operational challenges are hurdles but Sulaiman does not believe in letting them get the better of him. “Despite all odds, we are confident that our students will definitely match the required standards,” remarks Sulaiman. In standards IX and X, students are provided carreer guidance and the school has also started courses in hotel man- agement and restaurant and CGDCM.
“The Central and state government have not given enough support to promote minority education,” he says. As Prime Minister, Sulaiman and his friends expect Narendra Modi to increase the budget for education and allow minority groups to open colleges and universities with 100 per cent grant, and also seek reservation for minorities in professional and non-professional institutions.

 

Against All Odds

By
digitalLEARNING Network
-

58-59 - EXCELLENCE, SEEKAR FolderFrom being termed a fly-by-night operator to being accused of corrupting the minds of Muslims, Wahed Chowhan heard it all. However, societal opposition could not dither his resolve to educate the girl child in Sikar, Rajasthan. An ENN report

he fact that education is important for everyone is not a new discovery. The understanding that it is especially significant for girls and women is also not new. We now know that education does not only act as an entry point to other opportunities, it can have ripple effects within the family and across generations. It is a globally recognised fact that investing in girls’ education is one of the most effective ways to reduce poverty. Consider this in the context of the following example from Rajasthan.
Fifteen years ago, Wahid Chowhan, a social worker of Mumbai who hails from Sikar was on a visit to his hometown in Rajasthan. About forty per cent of the local population here consists of Muslims. There was something peculiar that he found during this visit. There was not a single school for girls in the entire area, there were only Madrasas. When Wahid confronted people running the boys’ schools seeking reasons behind such a mismatch, his query was lightly brushed aside with a strange logic – “There is no need for girls to go to school. Madrasas are enough for them.”
It is a sad irony that women’s literacy rates have been significantly lower than men’s in most developing countries, including India. The reasons behind this trend become aptly clear from Wahid’s experience in Sikar. The absence of any recognition to the importance of girls’ education and an absolute lack of interest in the idea of a girls’ school in Sikar prompted Wahid to take the challenge of making a fine school for girls, imparting formal and mainstream education upon himself and soon constructted a beautiful six-storied school building.

“People were persistently cynical, many laughed at what they termed his ‘foolishness’ and said that no parents would send their girls to school. In fact, the opposition stemmed from all quarters including community leaders, who kept warning parents against sending their daughters to school, saying that their girls would become ‘spoilt’ and would be converted to Christians and Jews if they were sent to this school”

He did what he set out to do. But the journey was not easy. People were persistently cynical, many laughed at what they termed his ‘foolishness’ and said that no parents would send their girls to school. In fact, the opposition stemmed from all quarters including community leaders, who kept warning parents against sending their daugters to school, saying that their girls would become ‘spoilt’ and would be converted to Christians and Jews if they were sent to this school.
Regardless, he started the Excellence Girls’ School in 1997 with 30 students and within 5 years, the school was filled to capacity. Sensing the acceptance, Wahid did not stop there. He obtained a larger piece of land on which he planned an Excellence Knowledge City. This campus currently has four buildings being used at full capacity, with ten more to go. The institution can today boast of 3,000 girls receiving school and college education completely free of cost, including books and uniforms.
Today, the Excellence group is recognised as an educational institution based on secular principles working towards improving the lot of the deprived girl child through formal and practical education of a high standard which was, before this, largely inaccesthemselves into Secondary and Senior Secondary schools, thus bringing under the umbrella of formal education, almost 25,000 girls in the region,” says Chowhan.
Wahid makes another vital point. “If every region in Rajasthan covering 2 or 3 districts can make even one institution on the lines of the Excellence School & Colleges, a beginning will be made and, in due course, create an impact in the entire region,” he says. People with the drive and courage can take the initiative to develop and upgrade existing Madrasas and informal schools. There may be many such institutions that have land and buildings which can be put to this good use. It is his belief that once such schools are made accessible to the community, the impact will be such as has been seen in Sikar. Parents will begin to have the confidence to send their daughters to such proper schools, and these will serve as role-models that can encourage those already running small informal schools to convert themselves into regular schools.
Since independence, India has witnessed notable changes in our approach towards girls’ education. From being considered ‘not only a waste but often a definite disability’ in the first report of independent India’s University Education Commission, India has definitely travelled a long way. However, there is a long road that India still needs to traverse. Wahid Chowhan’s initiatives may be baby steps as compared to what India needs to achieve in girls’ education, but it is a revolution nonetheless. Perhaps, it is the small, silent revolutions that India so desperately needs today.

The Good Samaritan

By
digitalLEARNING Network
-

56 -57 - Samaritan Help Mission two pagesHaving been forced to quit education at an early age due to financial constraints, Mamoon Akhtar and his NGO – Samaritan Help Mission – today educate thousands of underprivileged children in the Tikiapara slums of Howrah

This is one story that never ceases to inspire. Away from the glitz and hustle of Kolkata, one of India’s busiest and most crowded metropolitan cities, this is a soul-stirring story of one individual who, despite all odds, strives to bring change to the lives of children in a ghetto who would otherwise have had no future.
It all began on September 22, 1970, with the birth of Mamoon Akhtar in the slums of Tikiapara, Howrah. Born to a father who worked as a labourer at a fabrication workshop, Mamoon was pulled out of school in the seventh stan- dard after his father lost his job and his parents could no longer afford his school fees. Mamoon, however, was determined to not let his circumstances govern his life. He took up a part-time job when he was 14 years of age to support his education and managed to study till the twelfth standard, before landing a job as a librarian at a private school. With the help of this job, Mamoon managed to support his family of four sisters and by then, a widowed mother.
Needless to say, circumstances had been extremely challenging for him, especially considering that his left hand was affected with polio since childhood. Mamoon, however, not only took his own life challenges in his stride, but also resolved to help the children who face challenges similar to his own. The con- dition of the poor children in his slum moved him. Children in Tikiapara slum were either forced to sell drugs and illicit liquor or get involved in other nefarious activities by anti-social elements of the locality. Many a times, it is the parents who forced their children into drug trade for their daily bread. Taking them on would never have been easy. Howev- er, Mamoon believed that he could pro- tect these children if he could help them get educated.
It was with this idea that he estab- lished the Samaritan Help Mission (SHM) in 2001 and set up a small non- formal school in his ancestral house of 600 sq ft. What began with a modest number of six students is today recog- nised as a movement of education for the poor. Recognised by the West Ben- gal Board of Secondary Education, the small school now has 1,820 students and runs as a quality English medium institution for children of rickshaw- pullers, orphans, children with fathers in jail or whose mothers work as house- maids, and for all those who have no hope for a better future.
Despite functioning in a largely Mus- lim dominated locality, Mamoon does not differentiate between kids based on their religion and firmly believes in the idea of secular education. Helping peo- ple on need and not creed is his motto. From a humble start around 14 years ago, Mamoon’s SHM has definitely come a long way. Today, the school includes classes from kindergarten to the seventh standard, with classes being upgraded every year.
Since its inception, SHM has spread its roots to helping not just children but also their parents. It has established a vocational training-cum-income gen- eration programme for the poor women in the slum to protect them from exploi- tation. About 200 women are trained and employed in the unorganised sec- tor annually through this initiative. The Health Centers and Mobile Medi- cal Units of SHM help treat about 600 patients on a daily basis. Mamoon’s efforts have also expanded to bring- ing banking services to the poor. The SHM has started a Kiosk Banking Ser- vice jointly with Indian Overseas Bank and Bank of Baroda to cover the poor unorganised labourers and commu- nity people. This part of the populace is marked as the unbanked population of Tikiapara and is thus, an easy target for chit funds. Over 2,000 women are currently covered under the umbrella of SHM’s banking services.
SHM’s other programmes include the Family Programme that began in 2002 to support the poor elderly who were abandoned by their children with monthly rations. 350 families get regu- lar support under this programme. SHM’s ambit has expanded further to include vocational training, retail train- ing, smart industrial tailoring and other skill development trainings and place- ments for the unemployed youth. The efforts have started to bear fruit and a total of 450 youngsters have already been placed in the organised sector. The target, however, is to place 2,000 every year through training and place- ment. Among other measures, SHM is implementing a Social Security Scheme amongst the unorganised labourers in collaboration with the Ministry of Labour, Government of West Bengal and is also working with the JRD Tata Trust under its ITE Elementary Educa- tion Project to turn defunct government schools functional through the intro- duction of modern systems and infor- mation technology.

“Despite functioning in a largely Muslim dominated locality, Mamoon does not differentiate between kids based on their religion and firmly believes in the idea of secular education”

Over the years, Mamoon has covered huge ground and his efforts have acted as an inspiration for many. We often hear about policies and welfare mea- sures by the government not reaching their intended beneficiaries. The people whose lives Mamoon seeks to change have remained unchanged for gen- erations. Bringing them into the main- stream is a task that requires patience, courage and conviction. And Mamoon is in no mood to give up.

Managing Intellectual Needs

By
digitalLEARNING Network
-

54 - measiEstablished 113 years ago, the MEASI Association is among the oldest groups of minority educational institutions in southern India. The management institute set up under its ambit is a standalone, co-educational Muslim minority institution that emphasises on practical applications suited to the Indian environment

With the objective of imparting training in different disciplines of management with an emphasis on practical applications suited to the Indian environment, the MEASI Institute of Management was established in the year 1987 by the parent body Muslim Educational Association of Southern India (MEASI). The association, established 113 years ago, was registered under the Act XXVI of 1860 and is one of the oldest minority groups of educational institutions in South India.
The genesis for the college’s establishment was a clarion call given by Sir Syed Ahmed Khan in 1886, the father of Muslim education in India. As a result, in December 1901, MEASI was established with Justice Hungerford Tudor Boddam as its founder president. This was followed by the setting up of the New College in 1951. This college today also houses the Measi Institute of Management, Measi Academy of Architecture, Measi Institute of Information Technology, MEASI CA Academy, Measi Matriculation Higher Secondary School and Measi College of Education.
With a clear focus on developing world-class management students, the MBA programme conducted by the MEA- SI Institute of Management (MIM) manages to attract the maximum number of students. The course has been approved by the All India Council for Technical Education (AICTE) and is affiliated to the University of Madras. Faculty strength at the institute is 16 and student intake has also been rising at a steady pace with each passing batch. In a positive, the admission process at the institute gives priority to female students.
The educational condition of minority communities in India has been a well-known fact for a number of years. Despite the country having set up several institutes to help the cause, there are large gaps that still remain. A major drawback here is that minority institutions are not aware of various facilities that are offered by the central government. While this may be a generic problem, continual improvement is among one of the challenges of the management at MEA- SI both while setting up and operating the institute and the university.

Student Intake

2010-2012        90
2011-2013        120
2012-2014        120

Girls and Boys Ratio

Year              Ratio      Total Strength

2013-14       103:17       120
2012-13       112:8         120
2011-12       82:8           90

However, the institute is taking strides towards making its management students future-ready, with many already placed in good, lucrative jobs both in the corporate and government sectors. A major reason for this success has been the industry interface that the stu- dents are provided with by the institute. The MIM has done projects with MNCs/ TNCs in this regard and, as part of the curriculum, students also make visits to various industries for first-hand information on recent developments in the industrial sectors. The institute also has a counselling cell managed by the faculty from different departments.
Looking ahead, MIM is also trying to bring in some international perspective and opportunities for its students by part- nering with foreign universities. This, with the collaboration of the institute with other domestic central universities, could bring MEASI closer to their objective of educating and creating an ecosystem for minority communities to learn and excel in their respective fields.

Charting New Horizons

By
digitalLEARNING Network
-

52-53 - MESCO HyderabadGuided with the belief that illiteracy is the root cause of social and economic backwardness, a group of doctors in Hyderabad got together in 1983 to form the Muslim Educational Social And Cultural Organisation, an educational, social and cultural organisation for Muslims, recalls Dr Fakhrudheen Muhammed

The vision of the Muslim Educational Social And Cultural Organisation (MESCO) lies in enhancing the inherent skills of the community and help it develop into a live, vibrant, ambitious, positive and healthy body. The area where MESCO institutions are located falls in an educationally under-served area of the old city of Hyderabad, where majority of the population is Muslim.
Due to acute poverty and illiteracy, the parents here were initially reluctant to send their children to schools for modern or mainstream education. MESCO,therefore, made special efforts to create awareness and confidence in the community to get educational enlighten ment by offering different facilities at an affordable and subsidised cost through scholarships and concessions. The organisation provides opportunities for learning and instruction while endeavoring to preserve and augment faith, moral values, culture and social obligations. The resultant boost to the psyche and morale of the community helps in building individuals who are competent to take up the challenges of the modern world and develop leadership skills and qualities.
The good news is that the organisation’s efforts are being fruitfully rewarded and the students’ intake has increased ten fold. The enrollment of students has steadily improved and this is true especially for girls. Over the last 30 years, the dropout percentage of boys from Class VI has also decreased from over 40 per cent to a negligible figure. Presently, the break up of the girls and boys ratio is 45:55. In order to encourage women students, MESCO is aggressively marketing the courses run by them by offering free, subsidised scholarships and grants.

“The process of getting educational loans for Muslim students in particular is very cumbersome”

The Big Picture

Minority institutions face difficulties and discrimination as far as affiliation is concerned. Therefore, a new body on the pattern of the CBSE should be created. This can help in prompt affiliation of minority-managed higher secondary schools and also maintain their standards. The government should also look to establish a large number of higher secondary schools in minority populated areas. Furthermore, some institutions, which are not being run properly for want of funds and facilities, may be taken over by the government with the consent of the management, if necessary, for a limited period. This will save immediate expenditure on buildings etc. and the plan can be implemented without delay.
Muslim-managed schools are generally run by members of a backward community, for a backward community and in a considerably backward milieu and manner. Also, there is hardly any data-based research report regarding the physical and academic condition of schools in the localities largely inhabited by Muslims. Till date, there has been no comprehensive survey on enrollment, dropout rate and the learning achievements of Muslim children in the two kinds of schooling systems Madarsa and public. Information regarding the Mus- lim youth’s overall access to higher education opportunities, their participation in professional education, absorption in the employment market and future life accomplishments is scantily available.

Talent Crunch

In terms of attracting good talent, our institutions do manage to do so. However, we have been unable to retain them due to intense competition and the absence of encouragement or financial assistance provided by statutory bodies. Though we strive to keep the standards high to meet the industry requirements, the expectations are very high and no handicap support is considered. Despite the limitations, we train and nurture talent to meet the professional and corporate culture of the industry.
Ours is a management institute with a decade-old standing. On-campus job place ments are very competitive and we attract high levels of corporate attention. We have a full-fledged placement officer in the faculty who interacts with the industry and arranges regular campus placements and interviews. However, we do not have any support as far as government jobs are concerned. To cater to the needs of students in general, and Muslim students in particular, the Mesco Centre For Advanced Learning Through Distance Mode And Research In Education (CADRE) was established in 2004 exclusively for distance education programmes of various universities.

Expectations from the Narendra Modi government

  • Stronger Right to Education (RTE)
  • Focus on increasing quality of education and training
  • Create employment opportunities
  • Transparent and effective spending of educational funds
  • Introduce nationwide uniform curriculum for stronger education base.
  • Hunar Scheme should be implemented country- wide through NIOS

Hurdles

The process of getting educational loans for Muslim students in particular is very cumbersome. One reason is the fact that Muslims are not able to provide collateral security to the banks for such loans. Banks, as a result, appear to be reluctant to provide loans to Muslim students without heavy security.
As a matter of state policy, the students who get admission to professional courses should get interest-free bank loans on the sovereign guarantee of the state. The economic status of parents should not matter in such cases.

1...901902903...1,754Page 902 of 1,754

LATEST NEWS

EDITOR PICKS

POPULAR POSTS

POPULAR CATEGORY

© Elets Technomedia Pvt Ltd ALL RIGHTS RESERVED.