An Inclusive Education Policy For The Muslims In Telangana - Need Of The Hour

Abstract

The 'Right to Education' is a fundamental right guaranteed in Article-21A of the Indian Constitution. It is a very powerful tool for overall personal and societal prosperity. However, Muslims in Telangana often face many barriers to accessing quality education and opportunities for their development and empowerment. To address these challenges and to promote inclusivity and equity in education, it is necessary to draft a comprehensive and inclusive education policy tailored to the specific needs and aspirations of the Muslims in Telangana. This article aims to empower them through education and foster their overall development while simultaneously contributing to the social, economic, and cultural development of the state. This article also encompasses several key components, such as access to quality education, enrollment encouragement, affirmative actions like providing scholarships and quotas, vocational training and skill development, community engagement, and evaluation of the policy to ensure accountability and continuous improvement.

Introduction

Telangana is the 12th most populous state in India, with a population of 3.5 Crore as per 2011 Census. The Muslims in Telangana constitute a significant portion of the state's population, about 12.75%, and they are the largest religious minority in the state. The highest percentage of Muslims in Telangana is in Hyderabad (43.45%), followed by Nizamabad (15.35%). Telangana has a rich Islamic heritage, and Muslims have various linguistic, cultural, and occupational backgrounds. However, Muslims are facing challenges and disparities in certain segments, such as socioeconomic inequality, access to education and employment opportunities, and religious discrimination. The efforts to address these challenges include government initiatives for minority welfare, educational scholarships, skill development programs, and affirmative action policies. Additionally, civil society organizations and community leaders also play a crucial role in advocating for the rights and empowerment of the Muslim community in Telangana.

Discussion
Access to Education

The overall literacy rate of Telangana is lower than the nation's average. It is disheartening that about 16% of Muslims in Telangana have never attended any educational institution. Even at the national level, various studies, like the Ranganath Misra Committee Report (2004), Sachar Committee Report (2006) and G. Sudhir Committee Report (Telangana state, 2016), specifically highlighted that the Muslim community is socially, economically, and educationally backward.
The 86th Amendment to the Constitution of India was done in 2002, and subsequently, Article 21(A) was inserted, which states that "The State shall provide free and compulsory education to all children of the age six to fourteen years." Further, this Amendment also modified Article 45, which now reads, "The state shall endeavour to provide early childhood care and education for all children until they complete the age of 6 years". The Constitution of India also guarantees the Rights of Minorities to establish and administer their own educational institutions (Article 30). However, despite all these provisions, the dropout rates among Muslims are highly alarming.

Way Forward 

• Develop strategies to improve access to education for Muslim children, especially in remote and marginalized areas, through the expansion of school infrastructure, transportation facilities, and provision of scholarships.
• Implement outreach programs to increase enrollment and reduce dropout rates among Muslim students, particularly girls and those from economically disadvantaged backgrounds.
• Strengthen teacher training programs, curriculum development, and learning resources to enhance the quality of education in schools serving Muslim communities.
• Promote inclusive and culturally responsive teaching practices that respect the religious and cultural identity of Muslim students while fostering critical thinking, creativity, and global citizenship.
• Recognize and promote the linguistic diversity of the Muslim community by offering education in Urdu alongside the mainstream curriculum. 
• Prioritize gender equality in education by addressing barriers that hinder the participation and achievement of Muslim girls, including early marriage, socioeconomic constraints, and cultural norms.
• The state government should immediately establish an Equal Opportunity Commission (EOC) and establish quotas in jobs and education.
• Implement targeted interventions such as girls' education scholarships, safe transportation, and awareness campaigns to promote the rights and empowerment of Muslim girls.
• Introduce vocational training programs and forge partnerships with industries, businesses, and vocational training institutes to provide internship opportunities, apprenticeships, and job placement support for Muslim graduates.
• The state government provides stipend support to the community's research scholars in the form of a Junior Research Fellow (JRF).
• Design and implement targeted educational interventions to address the unique needs of marginalized groups within the Muslim community, including children with disabilities, orphaned children, and internally displaced persons.
• Foster partnerships between educational institutions, community organizations, religious leaders, and government agencies to promote a culture of education and lifelong learning within the Muslim community.
• Engage parents, caregivers, and community members in educational decision-making processes, awareness campaigns, and capacity-building initiatives to mobilize support for educational reform and development.
• Establish a robust monitoring and evaluation framework to assess the implementation and impact of the education policy on the educational outcomes and well-being of Muslims in Telangana.
• Ensure transparency, accountability, and stakeholder participation in the monitoring and evaluation process, with regular reporting and feedback mechanisms to inform policy adjustments and improvements.
• Allocate sufficient financial, human, and technical resources to support the implementation of the education policy for Muslims in Telangana, prioritizing investments in areas of greatest need and potential impact.

 Conclusion

The drafting of an inclusive education policy for Muslims in Telangana represents a critical step towards promoting social justice, equity, and sustainable development in the state. By prioritizing access, quality, and relevance of education, empowering marginalized groups, and fostering community collaboration, this article seeks to unlock the full potential of the Muslim community and contribute to the prosperity and well-being of Telangana as a whole. Through collective efforts and commitment to shared goals, we can build a more inclusive and equitable education system that enables every Muslim child and youth to realize their dreams and aspirations, thereby creating a brighter future for generations to come.

References

1. Sudhir, G., (2016), Report of the commission of inquiry on socioeconomic and educational conditions of Muslims, Government of Telangana.
2. Khan, A.U., and ors, (2021), Muslims in Telangana: A discourse on equity, development, and security.
3. Pasha, S. O., (2021), Educational condition of Muslims in Telangana, Anveshana’s International Journal of Research in Regional Studies, Law, Social Sciences, Journalism and Management Practices, Vol. 6, Issue 7.
4. Sachar, R., and ors, (2006), Social, Economic and Educational Status of the Muslim Community of India, Government of India.

About the Author

Shaik Amer Arafath is a Sub-Inspector in the Government of Telangana. He often writes about Muslim community issues and is a regular contributor to The Hans India, Sakshipost, Muslim Mirror, TwoCircles, and The Eastern Herald.