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Welcome To Jamia Urdu Hind for Non-Formal Education

Jamia Urdu Hind:State’s Madrasa Tul Oloom for Secular and Non-Formal Education, Research In Urdu Language of National Importance & Employment.

The linguistic minority educational institutions are recognized by the respective State Governments/UT Administrations. No scheme to release grants-in-aid to the linguistic minority institutions is implemented by the Central Government. Minority certificates of linguistic minority educational institutions are issued by the concerned State Governments/UT Administrations. This was stated by Shri Ninong Ering, the Minister of State in the Ministry of Minority Affairs in response to a written question in Rajya Sabha on 17-December-2013 17:26 IST. 

Jamia Urdu Hind is an un-aided pioneer linguistic minority educational institution of fellows of Saabarmati Ashram of Gandhiji & Jamiat Ulema Hind since British imperialism and an integral part of Non-Violent struggle by the patriotic scholars of JUH such as Qurbaan Ali(exiled for life to Kalapani punishment by C.G.Atkin) to protect and develop Bharat and to educate and empower the underprivileged class (Women, Tribes and Minorities) so as to streamline them into the mainstream. Mother Teresa was honored by JUH for Dukhtar-E-Hind. JUH is the mother institution among all Jamia Urdu of India as it educates and trains up to the research in Urdu language and literature of National Importance. The notion of Jamia Urdu having its root in Delhi, Kashmir, UP, Raigarh, Bihar is like various centre of excellence of Aligarh Muslim University established in UP, Bihar, West Bengal etc. Urdu, the language of lovers and poets connected with its glorious past such as Qawwalis, Ghazal renditions, Mushaira, Play, War of rhyme have proved that education and nation are incomplete without Urdu. To educate those who are not educated with the mainstream is the most patriotic action of mankind of all times. Like Hindi, Urdu is the thread of Bharat’s beaded necklace where all super power of the world is quit on the developed and the united front. A Dadar-based institute has discovered 2 Ghazals in Urdu written by freedom fighter Veer Savarkar during his 11 years imprisonment in the Andaman Cellular Jail(TOI 28.7.13). Aligarh Muslim University  has introduced a mandatory elementary course of Urdu for all. The Ministry of Culture, Govt of India has granted Jamia Millia Islamia to translate 10 books of Nobel laureate R Tagore into Urdu.

Dar Dar Bhatak Rahi Hai Magar Dar Nahin Mila

Urdu Ko Apney Des Mein Hi Ek Ghar Nahin Mila

The above couplet rightly depicts the plight of Urdu which was born and nurtured here and eventually became a symbol of country’s composite culture. The language which gave us the slogans Inquilab Zindabad and patriotic songs like Sare Jahan Se Achcha Hindustan Hamara and Sarfaroshi Ki Tamanna Ab Hamare Dil Mein Hai during the freedom struggle, became alien in its own land after independence as it became the official language of Pakistan, our sworn enemy. Unfortunately, vested interests dubbed it as the language of Muslims only, conveniently forgetting the contributions of Brij Narain ‘Chakbast’, Daya Shankar ‘Naseem’, Prem Chand, Ratan Nath ‘Sarshar’, Raghupati Sahai ‘Firaq’ Gorakhpuri, Anand Narain ‘Mulla’, Krishna Bihari ‘Noor’, Gopi Chand Narang and hundreds of other Non-Muslim poets and writers.

Mazaa-jun Phool Jaisa, Hoslaa Guldaan Jaisa He

Ye Urdu He Ke Jiska Dil Bhi Hindustaan Jaisa He

Jamia Urdu Hind is an un-aided State’s Madarsa-Tul-Oloom designed and established for research in Urdu language and literature of national importance having potential for excellence since British imperialism to educate those who are not educated with the mainstreams and is established in such a locality of Raigarh, Solapur, Murshidabad, Mehzurnagar, Azimabad, Viratnagar etc which has the highest number of rickshaw-puller and public below poverty line (BPL) in the country where the condition of the people is worse than SC/ST because average life-span is ~52 years and infant mortality is highest in the world. More than 43 % children never see the school in their life and 37% women use single Saari in a year. AIDS, TB, Leprosy and STDs are pandemic as if the area has encountered the aftermath of the World-War II. People are deprived of electricity & road even after 65 years of independence. Basic needs of common people are never fulfilled by the resource available/ supplied by the administrations.

Problems Can Not Be Solved At The Same Level Of Awareness That Created Them (Albert Einstein)

Could a community that ruled India for over 950 years and belonged to a privileged class even during British Raj, becomes socially handicapped. This now encounters the worst conditions (worse than SC/ST) in their own land as per Sachhar Committee Report and urgently needs emergency educational support to achieve 100% literacy so as to make India a developed nation (BP Singhal, MP, Ex-DG, IPS).

Education is the most powerful weapon which one can use to change the world that can solve all the problems in the present scenario from the face of the region because JUH enrolls the students by literacy campaign to those children who are supposed never to see the schools in their life.

The courses of JUH based on CBSE/State Madarsa Board/NCERT/NIOS/UGC syllabus, have been framed to study the contribution of Urdu in the reformation of the motherland  and to educate girls of marginalized section since Dark Age of British Imperialism. JUH is meant for Research in Urdu Language of National Importance since Non-Violent Struggle against British Imperialism by the Patriotic Organization of Scholars run by fellows of Sabarmati Ashram of MK Gandhi and Jamiat Ulema-i-Hind. JUH has 4.7 acres land with Library & Classrooms and is the heritage of Indo-Urdu Culture comprising of Kosi-Kaabur Culture, Ganga-Jamna Culture, Deccan Culture, Oriental/Indo-Arab Culture of India, cultivating strong civic sense of the highest democratic importance, equally important for both Urdu-Speaking Community and Non-Urdu-Speaking Community.

A civilization can be judged by the way it treats its minorities(Gandhiji): Ministry of Minority Affairs.

Therefore, we magnetize you in achieving 100% literacy in India by this noble, kind and history making contribution towards tribal, women and minorities’ education and literacy.

In order to strengthen the cause of the minorities, the United Nations promulgated the “Declaration on the Rights of Persons belonging to National or Ethnic, Religious and Linguistic Minorities” on 18th December (Minorities Rights Day) 1992 proclaiming that: “States shall protect the existence of the National or Ethnic, Cultural, Religious and Linguistic identity of minorities within their respective territories and encourage conditions for the promotion of that identity.” (National Commission for Minorities, Govt of India). 

NATIONAL POLICY ON EDUCATION, 1986

Para 4.8 of the National Policy on Education 1986 reads : ͞“oŵe 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……  NMCME

(16) Education of Minorities: Every effort should be made not only to protect the rights of minorities but to promote their educational interests as suggested in the statement issued by the Conference of the Chief Ministers of States and Central Ministers held in August, 1961.

OTHER EDUCATIONALLY BACKWARD SECTIONS AND AREAS

4.7 Suitable incentives will be provided to all educationally backward sections of society, particularly in the rural areas. Hill and desert districts, remote and inaccessible areas and islands will be provided adequate institutional infrastructure.

MINORITIES

4.8 Some 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. This will naturally include the Constitutional guarantees given to them to establish and administer their own educational institutions, and protection to their languages and culture. Simultaneously, objectivity will be reflected in the preparation of textbooks and in all school activities, and all possible measures will be taken to promote an integration based on appreciation of common national goals and ideals, in conformity with the core curriculum.

4.12 [Since involvement of the participants of the literacy campaigns in the development programmes is of crucial importance, the National Literacy Mission will be geared to the national goals such as alleviation of poverty, national integration, environmental conservation, observance of the small family norm, promotion of women's equality, universalisation of primary education, basic health-care, etc. It will also facilitate energisation of the cultural creativity of the people and their active participation in development processes].

NON-FORMAL EDUCATION

5.8 [The Non-formal Education Programme, meant for school dropouts, for children from habitations without schools, working children and girls who cannot attend whole-day schools, will be strengthened and enlarged]* 5.9 [Modern technological aids will be used to improve the learning environment of NFE Centres. Talented and dedicated young men and women from the local community will be chosen to serve as instructors, and particular attention paid to their training. All necessary measures will be taken to ensure that the quality of non-formal education is comparable with the formal education. Steps will be taken to facilitate lateral entry into the formal system of children passing out of the non-formal system]. (Substituted by Revised Policy Formulations).

5.10 Effective steps will be taken to provide a framework for the curriculum on the lines of the national core curriculum, but based on the needs of the learners and related to the local environment. Learning material of high quality will be developed and provided free of charge to all pupils. NFE programmes will provide participatory learning environment, and activities such as games and sports, cultural programmes, excursions, etc.

5.11 [The Government will take over-all responsibility for this vital sector. Voluntary agencies and Panchayati Raj institutions will take much of the responsibility of running NFE programmes.

The provision of funds to these agencies will be adequate and timely]. (Substituted by Revised Policy Formulations).

A RESOLVE

5.12 [The New Education Policy will give the highest priority to solving the problem of children dropping out of school and will adopt an array of meticulously formulated strategies based on micro-planning, and applied at the grass roots level all over the country, to ensure children's retention at school. This effort will be fully co-ordinated with the network of non-formal education. It shall be ensured that free and compulsory education of satisfactory quality is provided to all children upto 14 years of age before we enter the twenty-first century. A national mission will be launched for the achievement of this goal]. (Substituted by Revised Policy Formulations).

NATIONAL POLICY ON EDUCATION, 1968

Education has always been accorded an honoured place in Indian society. The great leaders of the Indian freedom movement realised the fundamental role of education and throughout the nation’s struggle for independence, stressed its unique significance for national development. Gandhiji formulated the scheme of basic education, seeking to harmonise intellectual and manual work. This was a great step forward in making education directly relevant to the life of the people. Many other national leaders likewise made important contributions to national education before independence.

2. In the post-independence period, a major concern of the Government of India and of the States has been to give increasing attention to education as a factor vital to national progress and security. Problems of educational reconstruction were reviewed by several commissions and committees, notably the University Education Commission (1948-49) and the Secondary Education Commission (1952-53). Some steps to implement the recommendations of these Commissions were taken; and with the passing of the Resolution on Scientific Policy under the leadership of Jawaharlal Nehru, the development of science, technology and scientific research received special emphasis. Toward the end of the third Five Year Plan, a need was felt to hold a comprehensive review of the educational system with a view to initiating a fresh and more determined effort at educational reconstruction; and the Education Commission (1964-66) was appointed to advise Government on ” the national pattern of education and on the general principles and policies for the development of education at all stages and in all aspects.” The Report of the Education Commission has since been widely discussed and commented upon. Government is happy to note that a

consensus on the national policy on education has emerged in the course of these discussions.

3. The Government of India is convinced that a radical reconstruction of education on the broad lines recommended by the education commission is essential for economic and cultural development of the country, for national integration and for realising the ideal of a socialistic pattern of society. This will involve a transformation of the system to relate it more closely to life of the people; a continuous effort to expand educational opportunity; a sustained and intensive effort to raise the quality of education at all stages; an emphasis on the development of science and technology; and the cultivation of moral and social values. The educational system must produce young men and women of character and ability committed to national service and development. Only then will education be able to play its vital role in promoting national progress, creating a sense of common citizenship and culture, and strengthening the national integration. This is necessary if the country is to attain its rightful place in the comity of nations in conformity with its great cultural heritage and its unique potentialities.

4. The Government of India accordingly resolves to promote the development of education in the country in accordance with the following principles:

(5) Identification of Talent: For the cultivation of excellence, it is necessary that talent in diverse fields should be identified at as early an age as possible, and every stimulus and opportunity given for its full development.

CITIZENS’ CHARTER   http://www.minorities.in

 Delhi Minorities Commission has been created by an Act of the Legislative Assembly of Delhi to safeguard the rights and interests of Minority Communities in the National Capital Territory of Delhi on Matters connected there with or incidental thereto. Minority Community means community notified as such by the Central Government as per the provisions of the National Commission for Minorities Act 1992. Muslim, Sikh, Christian, Parsi and Buddhist Communities are declared as minority communities. 

 Overview – Minority   http://mhrd.gov.in/more_minoedu

“Education is the single most important instrument for social and economic transformation. A well educated population, adequately equipped with knowledge and skill is not only essential to support economic growth, but is also a precondition for growth to be inclusive since it is the educated and skilled person who can stand to benefit most from the employment opportunities which growth will provide.” (Para 10.1 of the Approach to the XIIth Five Year Plan). The Ministry of Human Resource Development has focused on an inclusive agenda, with a vision of realizing India’s human resource potential to its fullest, with equity and excellence.

2. “All minorities…shall have the right to establish and administer education institutions of their own”_____ is the mandate, as per Article 30(1) of the Constitution. Government is committed to address the existing backwardness in education of minorities, especially the Muslims, constituting the major chunk of the minorities. Therefore, the Prime Minister’s New 15 Point Programme, inter-alia, aims to enhance opportunities for education of minorities ensuring an equitable share in economic activities and employment. (Link to Ministry of Minority Affairs (MOMA)

3. As per the Census Report 2001, the percentages of minority population, viz. Muslims, Christians, Sikhs, Buddhists and Zoroastrians (Parsis) and their literacy rates are, as under:

Communities Percentage of population Percentage of literacy
Muslims 12.4 59.1
Christians 2.3 80.3
Sikhs 1.9 69.4
Buddhists 0.8 72.7
Zoroastrians (Parsis) 0.007 97.9

4. According to ‘Sachar Committee Report’ “one-fourth of Muslim children in the age group of 6-14 years have either never attended school or are drop-outs. For children above the age of 17 years, the educational attainment of Muslims at matriculation is 17%, as against national average at 26%. Only 50% of Muslims who complete middle school are likely to complete secondary education, compared to 62% at national level”. The Report has also drawn attention to the low levels of educational attainment among Muslim women, Muslims in rural areas as well as in technical and higher education. The High Level Committee under the Chairmanship of Justice Rajinder Sachar has also made a number of recommendations for improvement of the educational status of the Muslim communities. <Link to Sachar Committee Report>. Further, the High Level Committee under the Chairmanship of Shri Mohd. A.A. Fatmi, the then Minister of State in the Ministry of HRD has also formulated a plan of action on the findings of the report of the Justice Sachar Committee. <Link to Findings of the Report>

5. Ministry of Human Resource Development has also constituted a National Monitoring Committee on Minorities’ Education (NMCME) under the Chairmanship of Hon’ble Minister of Human Resource Development. A Standing Committee under the chairmanship of Shri Siraj Hussain, IAS, Additional Secretary, Government of India and former Vice-Chancellor, Jamia Hamdard has also been constituted to address issues relating to educational empowerment of minorities. The objective of the Standing Committee and its Sub-Committees are, as under:-

  • To monitor the minority related schemes/programmes being implemented by the Ministry of Human Resource Development;
  • To suggest modifications, if required, in the schemes of the Ministry of Human Resource Development 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 Ministry of HRD and
  • Any other issues relating to minority education which the Committee may want to bring to the notice of the Government and NMCME.

6. Ministry of HRD has taken several significant initiatives, as detailed below, during XIth Five Year Plan and the momentum of which are being continued/accelerated during the XIIth Five Year Plan:-

7. In addition, Scholarship/Fellowship Schemes and Multi-Sectoral Development Programmes (MSDP) are being implemented by Ministry of Minority Affairs. <Link to Ministry of Minority Affairs>.

What Constitution Says

Article 46 of the Constitution states that, “The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and, in particular of the Scheduled Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation.” Articles 330, 332, 335, 338 to 342 and the entire Fifth and Sixth Schedules of the Constitution deal with special provisions for implementation of the objectives set forth in Article 46. Similarly, Articles 30 (1) provides for the rights of the Minorities to establish and administer educational institutions of their choice. These provisions need to be fully utilized for the benefit of these weaker sections in our society.

National Monitoring Committee for Minorities’ Education (NMCME)

The National Monitoring Committee for Minorities’ Education (NMCME) has been reconstituted vide this Ministry’s Resolution No. 6-4/2010-MC (Pt.) dated 23.12.2011. The first meeting of the reconstituted Committee was held on March 5, 2012 at New Delhi. At this meeting, a decision was taken to constitute a Standing Committee of NMCME and five sub-Committees of NMCME as under:
(i) Implementation of Schemes Aimed at Minorities

(ii) Mapping of Educational Requirements of Minorities – Region & District-wise
(iii) Vocational Education & Skill Development of Minorities
(iv) Girls’ Education
(v) Promotion of Urdu Language and enhance compatibility amongst minorities through knowledge of English.

The Government is also running the following Schemes for the improvement of Educational and Economic lot of the Minorities:

1) Central Sponsored Scheme for Providing Quality Education in Madrasa (SPQEM)
2) Scheme for Infrastructure Development Private Aided/Unaided Minority Institutes (IDMI) – (Elementary Secondary/Senior Secondary Schools)

The following material will help you understand better the work done for granting equal opportunities to the Minorities in the country:-

A. Prime Minister’s 15-Point Programme for Minorities’ Welfare (Including Status Report)
B. Major Initiatives for Educational Advancement of Minorities
C. Government Decisions on Sachar Committee Recommendations (Including Monitoring of Action Taken)
D. Findings of Research Conducted by NUEPA – Participation of Muslims in Higher Education