Educational Institutions Established by Muslims in India from 1986-2016 book released

New Delhi: The book “Educational Institutions Established by Muslims in India (1986-2016)” was released at a function organised by the Institute of Objective Studies at its auditorium on October 19, 2024. Professor (Dr.) Mohammad Afshar Alam, Vice Chancellor, Jamia Hamdard released the book.

The programme began with the recitation of a Verse from the Holy Qur’an by Mr. Mansoor Ahmad with its translation in Urdu.

Vice-chairperson of the IOS, Prof. (Ms.) Haseena Hashia introduced the topic and presented a brief profile of the speakers. She also briefly highlighted the activities of the Institute. She explained how Ms. Naaz Khair, who compiled the book, and Mr. Saleem Baig, the researcher, did extensive research on Muslim Educational Institutions in India by elaborating on the reasons for the choice of the topic by the Institute of Objective Studies. She said that during the last 30 years, geopolitical, geographical, socio-political scenario underwent a change with the BJP rule leaving a strong fundamentalist influence on the Indian psyche.

Naaz Khair, an independent researcher, consultant, activist, and educationist while introducing the book held that the work investigated the efforts of the Muslim community in the field of education in India from 1986 to 2016. The period from the Shah Bano Case to 2016 was specifically  chosen following the enactment of the Muslim Women Protection of Rights and Divorce Act (1986), the implementation of Mandal Commission Report (1990), the demolition of the Babri Masjid (1992), passage of the National Commission for Minority Act (1992), the Sachar Committee Report (2006), the creation of the Ministry of Minority Affairs (2006), the Ranganath Mishra Report (2007), the Triple Talaq issue and several major incidents of communal violence primarily targeting the Muslim Community. She highlighted the initiatives taken by Muslims in establishing educational institutions which were not highly endorsed in the academic and non-academic sectors by giving a quick rundown to the main objective, detailed methodological research, analysis of data, and other significant findings.

“The study methodology involved compiling information on educational institutions established by Muslims using both existing secondary sources and RTI. Educational bodies such as NEPA, AICTE, NCMEI, AISES and UGC were approached for community-wise lists of educational institutions”, she informed. The study also explored the various aspects of ‘Educational Institutions’ and Muslim’s contribution in recognized and unrecognized sectors of schools, madrasas (both modernised and religious madrasas), colleges, and universities, in the field of education in India. Unfortunately, Muslims are often considered as deprived and underdeveloped. Hence it is a matter of concern how 15 percent of the population is overlooked in the socio-economic and political spheres of institutional education, she noted. She further highlighted the difficulties they faced while making the work possible, especially in the process of RTI by emphasizing on several findings, educational institutions identified by “Muslim-sounding names” in compiling a total of 21338 recognized and unrecognized private schools, colleges, institutions and madrasas established during 1986-2016, she added.

It may be recalled that the book is the outcome of a research project of the Institute of Objective Studies which was assigned to Naaz Khair in the year 2015. The book is the latest publication of the IOS.

Researcher, Mr. Saleem Baig highlighted the obstacles in accessing detailed information due to resistance from madrasa authorities, lack of government data, and bureaucratic hurdles with the special reference to the information under RTI. He further shared the incidents occurred while collecting the wide range of data on Muslim Institutions in India.

Releasing the book, Professor (Dr.) Mohammad Afshar Alam lauded the efforts of the Institute of Objective Studies by bringing out such a marvellous research work, and said how these institutions contributed to the educational and social development of the Muslim minority in India with the particular focus on the challenges and achievements in this field. He appreciated the extensive efforts made by the researchers in compiling the data. He referred to the contribution of Jamia Millia Islamia and Aligarh Muslim University in facilitating the research. He mentioned “the book also highlighted the efforts made by these institutions to preserve the cultural identity by promoting modern education. The researchers highlighted Muslim educator’s strife to maintain between the religious values and secular education”.

Prof. Alam explained how the book addressed the governmental policies affecting Muslim education by citing various authentic reports of socio-economic conditions along with the gaps in the attainment of education in India that could improve its access and quality in Muslim-majority schools and colleges. He further hinted at the challenges Muslim-oriented academics faced due to “Muslim-sounding names” by giving the example of Bhukhari University in Bihar, which was not be issued NOC by the government. He also cited the case of the Crescent and USTM (minority institution) with secular names. Muslims were educationally backward due to their marginalisation. Sometimes biases against the community were witnessed as in the case of the University of Science and Technology in Meghalaya, he noted.

Prof. Furqan Qamar, senior professor of management, Jamia Millia Islamia, congratulated Naaz Khair and Salim Baig for accomplishing such a difficult task, especially in the process of RTI and other challenges. He explained the historical, political, and economic dimensions of Muslim educational institutions, and expressed concerns over "Muslim-sounding names" affecting perceptions and access to education.

Prof. Qamar also focused on child rights in madrasas and the impact of GST, demonetization, and COVID-19 on educational institutions. He stressed the need for continuing the research beyond 2016 to address current challenges in Muslim education by suggesting to access database on the IOS and other websites. He said, “the Association of Indian Universities also has done some work on the subject by bringing out two volumes. This book has a list of institutions which may have duplication but they can be rectified.” He took exception to the National Child Rights Protection Commission’s Chairman Mr. Priyank Kanoongo’s remarks that there was violation of child rights in madrasas.

Prof. M Akhtar Siddiqui, ex-professor, faculty of Education, Jamia Millia Islamia, thanked IOS for publishing the book. “It is such a historical book that will benefit researchers, stakeholders, and academicians”. He extensively explained different themes by making detailed analyses of the book. He explained in detail the issue of Muslim schools, colleges, universities and madrasas. “This is significantly important because it has made the concern known with a good degree of authenticity despite Muslims being economically marginalised”, he noted.

Prof. Siddiqui discussed the limitations of study, lack of theory-based analyses, and suggested that Muslim institutions should create data-based platforms for further research.

He underscored that this initiative be driven by ‘service to the nation’ not impelled by any ‘commercial interest’. He acknowledged the same concept and said that this was only a conservative reflection of the Muslims being aware of the value of education and dedication to the cause of nation building. “They are aware, but this is the only contribution of Muslims in nation building. As a matter of fact, it is much more than that”, he concluded.

Prof. Madhu Prasad, former professor Zakir Hussain Delhi College, Delhi University underlined the importance of madrasas and made special mention of Madarasa Ghaziudin. She said that it carried its sense of continuity with the importance of the mother-tongue as the medium of teaching. She said, “It’s not only education, in everything Muslims have contributed more than any other community”.

Referring to the Idea of secularism and the importance of knowledge, she said that there were "Muslim-sounding names" like Zakir Hussain Delhi College. She appreciated Salim Baig for the work he has dedicatedly done by managing lots of other challenges. She highlighted the impact of the events like Shah Bano, Triple Talaq issue, and demolition of Babri Masjid and said that they did not just affect Muslim women, but also disheartened other women. She made a concluding remark, "You all have started an incredible work, and now it is our responsibility to take this work forward. And we all are one."

Prof. (Ms.) Haseena Hashia, who conducted the proceedings, extended a vote of thanks to the attendees.