NNNNNNNNNNNNAAAAAAAAAAAATTTTTTTTTTTTIIIIIIIIIIIIOOOOOOOOOOOONNNNNNNNNNNNAAAAAAAAAAAALLLLLLLLLLLL SSSSSSSSSSSSEEEEEEEEEEEEMMMMMMMMMMMMIIIIIIIIIIIINNNNNNNNNNNNAAAAAAAAAAAARRRRRRRRRRRR ONONONON

BBBEEESSSTTT PPPRRRAAACCCTTTIIICCCEEESSS OOOFFF EEELLLEEEMMMEEENNNTTTAAARRRYYY EEEDDDUUUCCCAAATTTIIIOOONNN IIINNN

MMMAAADDDAAARRRSSSAAASSS :::

EEEMMMEEERRRGGGIIINNNGGG TTTRRREEENNNDDDSSS

DDDaaattteeeddd::: 888ttthhh JJJaaannnuuuaaarrryyy 222000111111

THE CONTEXT

National

Seminar, 8th

January,

2011

Question Answer

Sessions

Inputs on Specific

Interventions

Technical & Knowledge

Inputs

NATIONAL SEMINAR

The Madarsa program of Nalanda,

which has been running since 2001 can

be considered a successful program for

various reasons. It has not only been

able to gain access to a sizeable

number of Madarsas but has actually

been able to gain their faith and

complete cooperation. At the same

time the Madarsas which have come

under regular and recurring influence

of the program have started reflecting

the changes in classroom management

and teaching pedagogy. The outcomes

of the program are in fact now visible

at various levels. In all Nalanda has

worked with substantially over 300

Madarsas in various districts like

Barabanki, Behraich and Sitapur.

However buoyed by the success

Nalanda has been consistently looking

to seek newer avenues, resources and

network to strengthen the intervention

and similar interventions further. This

workshop, carried out as a National

Seminar was part of this effort to

bring about better practices in the

Madarsas teaching learning

procedures.

The workshop had organizes from

different parts of the country sharing

their best practices on intervention

with Madarsas. A lot of this centered

around education, and specifically on

elementary education.

CCCOOONNNTTTEEENNNTTTSSS

Initiation

Seminar Inputs 1) Organization Experiences

2) Other Speakers

Questions Answers and Debates

Quips and Tips

Gaps & Best Practices

Annexure

INITIATION

The seminar started on a note of introduction wherein each participant introduced himself

or herself. Among the participants there was a fair mix of reputed NGOs and organizations

who are working in various parts of

the country with the Madarsas, senior

representatives from various

Madarsas and Madarsa Management

committees, professors from reputed

Muslim and general universities and

also representatives from prominent

Muslim bodies. Needless to say, there

was adequate representation of

Nalanda team members who are involved in the Madarsa program and also other core

members of the Nalanda team.

After a round of introduction the representatives were specially welcomed by Mr. Asim

Siddiqui from Nalanda. Mr. Siddiqui also requested Mr. Prabhat Jha, the Executive

Director of Nalanda, to enlighten the audience on the relevance of the seminar.

Mr. Prabhat Jha alluded to the mission and vision of Nalanda while sharing his views with

the audience. He pointed out that the primary focus of Nalanda is to improve the level and

quality of education and to ensure

that the final benefits of better

quality of education starts with

the target beneficiaries, namely

the children. In this context it is

necessary to remember that a vast

number of children, who attend

Madarsas, cannot be left out of

this mainstream of education and it is necessary to reach out to them and impact the

pedagogy, suitable teaching learning materials and local language text books all of which

will make for better learning. As such seminars such as these which strengthen better

education within the Madarsas, while at the same time taking care not to tamper with the

religious sentiments, have utmost importance.

Mr. Jha again welcomed the participants and left the podium open to Mufti Irfaan for his

rich inputs. Mufti Irfaan build a context to the concurrent discussion by saying that Islam

essentially teaches a person to be a good human being and the basic teachings are very

important to an individual’s education. However, he said that at the same time we cannot

ignore various daily activities related to our day to day life and the sciences and crafts that

go into shaping them. In this context basic mainstream education is of utmost importance.

Here it is necessary that learned individuals who give such ‘talim’ (education) must

themselves be trained to bring out the best in the children and foster their learning in line

with their capacities.

THE SEMINAR INPUTS

The pre lunch session started after this and was chaired by Professor S. S. A. Jafri from

Giri Institute of Development Studies. He pointed out that while there were as much as 33

percent Muslims in the various jobs during the British and Muslim period in India, the

figure has now come down perceptibly. In this scenario it is now once more time to develop

Madarsas as centers of excellence in learning. He also alluded to Kerala as an example,

which has undertaken extensive modernization of Madarsas. Henceforth he requested Mr.

Asim Siddiqui to share Nalanda’s experience with the audience. After this the various

speakers kept their points of view and shared their experiences of various best practices. In

the afternoon, Dr. Muzammil Hussain Quasmi was the Chairperson.

1) EXPERIENCE OF ORGANIZATIONS

Some Best Practices

Encouraging creative workshop

with the children brings out the

creative best in them. Often

they even come out with stories

well aligned with their own

environment.

Nalanda’s intervention is

systematic. It goes through

classroom observation,

benchmarking of children,

monthly meetings, development

and follow up of lesson plans,

class room demonstration,

development of support groups,

evaluation of children etc.

Nalanda’s Experience – Mr. Siddiqui started with Nalanda’s experience with Madarsas in

district Barabanki and went on to say how the intervention has reached out to well over 300

Madarsas in the course of time. He shared the process of Nalanda’s intervention in general

and of the various types of modules

developed by Nalanda like the 4-day

orientation training, the 5-day subject

based training, the 3-day subject specific

training and finally of cluster building

and follow up. At the same time Mr.

Siddiqui alluded to the various types of

support that Nalanda provides which

ranges from profiling of Madarsas to

providing training support, classroom

and teaching based support and finally inputs in providing more child friendly teaching

learning materials. Here he named some of the teaching learning materials like the hum

kadam, apni kitab, short stories and children’s stories etc. that have been well received by

children across Madarsas. He pointed out how even the staunchest Madarsas have been

positively inclined towards Nalanda’s program once they participated in the orientation

session and how various modules like parwaaz, agaz, paras, islah and rahat have

strengthened Muderris on classroom management, child psychology and teaching pedagogy

across Madarsas. He ended on a positive note saying that outcomes of the intervention is

visible in sitting arrangement and teaching learning practices in various Madarsas where

Nalanda has intervened and specially in model Madarsas where the intervention is of a

more intense and recurring nature. Also, today the Madarsas are themselves coming

forward to seek the intervention with Nalanda.

Vikramshila’s experience – Ms. Kaveri Dutta

from Vikramshila shared her experiences at the

seminar. She started by saying how the diverse

socio political climate of West Bengal, where

Vikramshila intervenes, has induced the

organization to adopt a multi pronged strategy. In

fact the organization works with both the government affiliated Madarsas and the private

Madarsas. She said that Vikramshila is also partnering with the West Bengal Madarsa

board to make resource centers of 10 government Madarsas. The organization, she said is a

keen observer and has realized that in Government Madarsas children often get admitted in

class V and fail to cope up with the syllabus, due to which they strongly need academic

support.

SARD’s Experience – SARD’s experience with

Meo Muslims was shared by Mr. Hyder Rizvi. He

said that the Meo region is so impenetrable that

earlier there was a saying that, ‘when you find the

Some Best Practices

- development of work books, work

cards, charts and other TLM to make

learning easy for children

- design of remedial classes and

remedial workbooks, where necessary

- organization of children’s festival to

make learning a festive experience

- Introducing innovative pedagogy and

methods of peer learning among

teachers. Also introducing MGML

where suitable

- Encouraging teachers and children to

develop low cost learning materials

- Encouraging sports and distributing

sports kits

Some Best Practices

- moulvi Sammellan

- Quarani Keerat Muqabila

- Quarterly Stakeholder

meeting

- Monthly Moulavi Meeting

- Moulavis as CBO

members

- Monitoring of QECs and

libraries

- Support in Grain

Collection

- Local Maulvis/youth with

required qualifications

were selected, trained and

appointed as Urdu

teachers

roads have stopped you may presume that Meo has started.’ Describing the hierarchical

pattern of Madarsas in his project area he said that every village has a mosque, some even

two; they are governed by regional Maulana, while regional Madarsa are governed by

Maulana Dawood at Nizamuddin in Delhi. Base line survey in the region shows that more

girls than boys attend the Madarsas, 50% people were partially interested in formal

education, there are no grades or standards in the Madarsas and the teachers do not have

any formal training before teaching at Madarsas. Various strategies like networking with

SRC-JMI, interaction with the local Madarsa, registration of local Madarsa, involving

Moulvis through libraries etc.

CAP’s Experience – Experiences from the south were shared by Mr. Najeeb from CAP

Foundation, Hyderabad. He said that their Madarsa education program started in 2004

with 3 Madarsas in Hyderabad, in 2006 it

expanded to the state level and finally it

started working with SSA-AP with USAID

support. All this while CAP has been doing

various things like reaching out to bridge

schools, supported and developed capacity

of teachers and also did classroom

interventions like development of language

CAP: Lessons Learnt and the Way forward

Need for constant up gradation of the skills of the teachers to cope with the changing curriculum,

Teachers need training to hone their skills for activity based learning, developing more TLMs, competencies in

computer, English language skills

Need for a stronger and broadened focus on girl child. Enhance resource group capacity to develop gender

sensitive training materials, strategies and modules. Recruit and appoint more female community mobilizers.

Need to introduce health care messaging in teacher training materials and in the life skills training materials

especially those targeting adolescent girls. Provide access to more information about good health and nutrition

practices including hygiene and health services for students.

Need to establish an alumni network of ETCs and bridge schools and engage them to assist as community

mobilizers in mentoring the needy students.

Need to identify talented youth, both boys and girls, and nurture them by providing additional academic and

financial support for them to get into higher education and into higher levels of employment opportunities.

learning tools, preparation and use of TLM and also basic computer education. Various

measures like parent’s meeting and mother’s committee have strengthened community role

in the introduction. CAP has also been proactive in appointing and training teachers in

Madarsas and also in running employability training centers in 10 Madarsas.

2) OTHER SPEAKERS

Adding to the seminar was Dr. Muzammil Hussain

Quasmi, Assistant Professor, Jamia Millia Islamia, New

Delhi. He said that there has been a long discussion on the

Madrasa Education since the inception of modernization of

Madrasa. Many steps have also been taken to improve the

quality of education especially at the lower level of Madrasa

Education where rote learning is more prominent. He said

that the Department of Teacher Training and Non Formal

Education, Jamia Millia Islamia has taken several initiatives

to improve the quality of Madrasa education such as 21 days

training of Madrasa teachers, introducing modern methods

of teaching, providing teaching learning materials, technical

supports etc. The researchers of the department also make

frequent visits to the nearby Madrasa for their studies and

experiments.

Dr. Quasmi said that he would like to share the

findings of a study done for experimenting Computer Aided

Learning (CAL) in Madarsa Education. The study

conducted with the students of classes Arbi I and II of

Madrasa Tahfeezul Quran, Jogabai, Jamia Nagar showed

Ms. Farzana Anjum from

Madarsa Animul Quran also shared

experiences through Nalanda at the

podium. She said that earlier when she

was teaching in the Madarsa it was more

with the aid of a stick. Gradually, through

orientation training and participation in

other training programs with Nalanda, all

this have changed. Today teaching and

learning in the Madarsa is a joyful

exercise, type of teaching arrangement

has changed so as to make each child

more accessible, and the Madarsa is

much cleaner than it used to be. Its

popularity among parents and the

community has gone up so that in the last

few years the number of children has

more than doubled from 400 to 900.

QUESTION ANSWER SESSIONS & DEBATES

The post presentation sessions both in the pre and post lunch session were open to

questions and answers. Some of these are presented here:

Q) What are some of the challenges

that Madarsa based interventions

face?

R) There are various types of

challenges that are faced during

such interventions. For example

there may be a perception among

Madarsas that fear is the only

way to drill newer learning into

pupil. Changing this to a child friendly atmosphere and way of learning is not easy.

Also there may be distrust for newer aspects of introduction lik computers and

internet as especially the latter is feared to do more harm than good to children and

actually spoil them.

Q) Is it possible to have mid day meals in Madarsas?

R) It is of course possible to have mid day meals in Madarsas, as long as they are

registered ones. The non registered Madarsas as long as they can show affiliation to

registered Madarsas can also be served mid day meal. The SPO at the SPD office

must be submitted a form in this regard.

Q) Is it possible for general Madarsas to be provided with scope and facilities for

computer education?

R) Yes, it is. It is suggested that 8-10 Madarsas who feel similar needs get together to

draft an application of demand and submit it to Jamia Milia, so that the matter may be

pursued.

Q) Are these sorts of facilities that are being discussed, available with the central

government? If so, what must be done to avail of them?

R) The central government has a plethora of such facilities and one can look under

EGS scheme and also specific sites related to the Sarva Siksha Abhiyan. For example

there is scope for infrastructure development of registered Madarsas, where after a

perfunctory examination has been done by the respective authorities, an amount of

Rs.7000 for furniture and Rs.12 500 for maintenance is given annually. Again KGB

style status may be provided for registered residential Madarsas where an amount of

Rs.14 lakhs for strengthening of facilities and structure, provision of 6 teachers with

salary of Rs.2000 per month and also provision of other personnel like peons, clerks

etc. is in existence.

Discussion on cooperation of members of Madarsa Management Committee in

Nalanda’s interventions:

S1) Representatives from Nadwa took exception to certain aspects of discussion that

had taken place in the pre-lunch

session. They pointed out that it was

immaterial to discuss on computer

facilities in Madarsas when there

were places where children just did

not receive education as Madarsas

just did not exist. Besides, Madarsas

are proactive in gathering scarce

resources to genuinely see what is

possible on ground roots level and

current discussions do not always make sense. They also pointed out that they have

found teaching learning materials provided by NGOs where there had been English

mistakes.

S2) members from Madarsas who have worked in interventions with Nalanda pointed

out that there is almost nothing in life that is perfect. That said and done, the type of

work that Nalanda and similar such organizations are doing are what should have

been undertaken by the Madarsas themselves. In this context the work that is being

undertaken by these organizations is commendable and should be gracefully

welcomed by other Madarsas.

Discussion on introduction of mid-day meals in Madarsas:

S1) Mid day meals must be organized in a coordinated manner as often it takes away

1 to one and a half hours of the timings in the day’s activities.

S2) Consensus from some other speakers on this.

S3) Pointed out that even in mid day meal there is cope for learning. There is scope

for learning socializing through child interaction, learning discipline in a suitable

queuing mechanism and learning to be responsible and hygienic in washing plates

post meals.

QQQUUUIIIPPPSSS

AAANNNDDD

TTTIIIPPPSSS!!!

“Nalanda has busted the

myth that Madarsas do not

give space to interventions

with them.”

Mr. Prabhat Jha

(E.D. Nalanda)

“If members from model Madarsas can

support Nalanda’s program by

introducing it to newer Madarsas or being

present at the time of orientation sessions,

it may help in changing lackluster attitude

of some Madarsa Committees. Also

Nalanda can hold 10 days workshops

during holidays, on open topics to

increase the learning level of Muderris.”

“Talim must be easy and

affordable and the person who

gives talim must be trained and

proficient to be able to provide

quality education to children.”

Mufti Irfaan

“Who ilm ilm nahin jisse insaan ko fayda na

ho.”

Prof. S.S.A. Jafri

Giri Institute of Development

Studies

“Zara nam ho to yeh mitti

bahut zarkhez hai saqi”

M.H. Quasmi

“It is necessary to start topics of education among

children in a manner as to rouse their curiosity.

For example one may start by showing pictures of

the Taj Mahal and gradually coming to Shah Jahan

as the emperor responsible for building it, rather

than the other way round. The Mudderis in

Madarsas must inculcate such child friendly

teaching learning techniques.”

“Nalanda has busted the

myth that Madarsas do not

give space to interventions

with them.”

Mr. Prabhat Jha

(E.D. Nalanda)

Annexures

NATIONAL SEMINAR

BEST PRACTICES OF ELEMENTARY EDUCATION IN MADARSA: EMERGING TRENDS

8th January, 2011 Sahbhagi Shikshan Trust, Lucknow

TIME SPEAKERS

09:30 AM – 10:00 AM Registration and Introduction Participants

10:00 AM – 10:10 AM Welcome and Introduction of Seminar

Mr. Prabhat Jha, Executive Director, NALANDA

SESSION - 1 Chairperson Prof. S.S.A. Jafri, Giri Institute of Development Studies, Lucknow

10:10 AM – 10:30 AM • Educational reform in Madarsa : An a attempt

• Mr. Mohd. Asim Siddiqui, Coordinator, NALANDA

10:30 AM – 10:50 AM • Lesson in quality and access in Madarsa in West Bengal

• Ms. Kaberi Dutta, Vikramshila, Kolkata

10:50 AM – 11:10AM • Improving the quality of Madarsa Education

• Dr. Muzammil Hussain Quasmi,

Asst. Prof. Jamia Millia Islamia, New Delhi

11:10 AM – 11:25 AM TEA BREAK

11:25 AM – 12:30 PM Discussion on Presentation Response from all participants

12:30 PM – 01:00 PM Concluding remarks from chairperson

Prof. S.S.A. Jafri

01:00 PM – 01:45 PM LUNCH BREAK

SESSION – 2 Chairperson Dr. Muzammil Hussain Quasmi, Asst. Prof. Jamia

Millia Islamia, New Delhi

01:45 PM – 02:05 PM • Improvement in classroom

practices of Madarsa

• Ms. Farzana Anjum,

Madarsa Animul Quran, Dariyabad, Barabanki

02:05 PM – 02:25 PM SARD intervention in Meo Muslim in Mewat

• Mr. Hyder Rizvi, SARD, New Delhi

02:25 PM – 02:45 PM • Promoting quality education & skills training in Madarsa

• Mr. Najeeb, CAP Foundation, Hyderabad Andhra Pradesh

02:45 PM – 03:30 PM Discussion on Presentation Response from all participants

03:30 PM – 03:55 PM Concluding remarks from chairperson

Dr. Muzammil Hussain Quasmi, Asst. Prof. Jamia Millia Islamia, New Delhi

03:55 PM – 04:00 PM Vote of Thanks Mr. Mohd. Asim Siddiqui, Coordinator, Nalanda

jkT; Lrjh; lsfeukj enjlksa esa cqfu;knh rkyhe ds csgrj rjhds % ekStwnk lksp BEST PRACTICES OF ELEMENTARY EDUCATION IN

MADARSA : EMERGING TRENDS

Ukkyank ,d xSj ljdkjh rathe gS tks fiNys yxHkx 12 o"kksa ls cqfu;knh rkyhe dh QhYM esa ,d ejdth bnkjk ¼Resource Centre½ ds rkSj ij dke dj jgh gSA ukyank dk [kkl edln cqfu;knh rkyhe dh QhYM esa dke dj jgh ljdkjh] xSj ljdkjh ratheksa esa o rkyheh bnkjksa dks rduhdh rkSj ij enn djuk gSA ukyank ’kq: ls gh mRrj izns’k esa pyk;s tks jgs eq[rfyQ rkyheh dk;Zdzeksa ls tqM+h jgh gSA bu dk;Zdzeksa ds rgr dke djrs gq;s ukyank us dbZ rjg dh rkyheh vfl;k dh rkehj dh gSA VhplZ Vªsfuax] fdrkcksa dh rkehj] edrc enjlksa esa rkyheh bLykg] vdknfed lg;ksx o ’kks/k v/;;u ukyank dh fu;fer ljxjfe;ka gSaA enjlksa esa rkyheh bLykg ds edln ls ukyank edrc&enjlk f’k{kk dk;Zdze dh ’kq:vkr lu~ 2001 esa gq;hA dk;Zdze dk eq[; mn~ns’; edrc&enjlksa esa cqfu;knh f’k{kk ds ra= dks etcwr djuk ,oa buesa i<+us okys cPpksa dks xq.koRrkiw.kZ izkjfEHkd f’k{kk miyC/k djkuk gSA bl dk;Zdze ds rgr eqnfjZlhu dk izf’k{k.k] vdknfed lg;ksx o cPpksa dks ikB~; lkexzh oxSjg Qjkge djk;k tkrk gS] rkfd enjlksa ds eqnfjZlhu ,d cqfu;knh rkyhe ds ekfgj Vhpj cu ldsa o edrc&enjlksa esa cqfu;knh rkyhe dk ,d csgrj uTe dk;e gks ldsA enjlksa ds cPpksa dk rkyheh e;kj csgrj gks vkSj os f’k{kk dh eq[; /kkjk ls tqM+ ldsaA vkerkSj ij cPpksa dks nhuh rkyhe nsus dh xjt ls gh edrc@enjls dk;e fd;s tkrs gSaA /khjs&/khjs oDr dh t:jr ds ysgkt ls bu enjlksa esa vljh rkyhe nsus dk uTe gks tkrk gSA ’kq:vkrh nkSj esa cPpksa dks dqjku dh vk;rksa dks fgTts yxkdj i<+uk vkSj fQj mUgsa ;kn djkuk eqnfjZlhu dk [kkl rnjhlh dke gSA eqnfjZlhu yxHkx bUgha rjhdksa dk bLrseky cqfu;knh Lrj ij vljh fo"k;ksa dks i<+kus esa djrs gSaA tc fd os rjhds vljh rkyhe dks mckÅ vkSj ;kaf=d cuk nsrs gSaA bu gkykr esa f’k{kk dh xq.koRrk Hkh izHkkfor gksrh gSA iz;kl ;g gks fd f’k{k.k izfdz;k esa cPpksa dh lh[k dks vge ekurs gq;s i<+kbZ esa lHkh cPpksa dh iwjh lgHkkfxrk gks] eqnfjZl vkSj cPpksa ds chp laokn dk;e gks] d{kk esa cPpksa dks [kqn djds lh[kus] Lora= :i ls lkspus&fopkj djus] fy[kus] i<+us] QSlyk ysus ,oa fu"d"kZ ij igqapus ds ekSds gksaA d{kk d{k dh ;g izfdz;k cPpksa dks lh[kus ds fy;s mRizsfjr djrh gSaA ;gka ij eqnfjZl ,d ennxkj ds rkSj ij gksrk gS u fd fu;a=dA

vkerkSj ij edrc&enjlksa ds eqnfjZlhu ds f’k{k.k dk;Z ’kq: djus ls igys ;k bu lfoZl izf’k{k.k ds ekSds cgqr de gkfly gksrs gSa] ftlls muls f’k{k.k ’kkL= dh le> ;k f’k{k.k dk;Z esa uohu f’k{k.k fo/kkvksa dh mEehn ugha dh tk ldrh gSA blds ckotwn dqN fxus pqus bnkjksa@ratheksa us enjlksa esa rkyheh bLykg ds fy;s dke fd;k gS vkSj bUgsa dke;kch Hkh feyh gSA bu bnkjksa o [kqn enjlksa dh dksf’k’kksa ls cs’kd enjlksa es rkyheh bLykg ds lkFk cPpksa dks xq.kkRed f’k{kk feyuk lqfuf’pr gq;h gSA laLFkkvksa@enjlksa dh dksf’k’kksa dks csgrj rkyhe dk uTe ;k Best Practices dgk tk ldrk gSA bl rjg ds csgrj rkyheh uTe dks ,d fu;ksftr ’kS{kf.kd izfdz;k ds :i esa ns[kk tk ldrk gS ftleasa eq[rfyQ ljxjfe;ka gSaA bu ljxjfe;ksa esa enjlksa dh rnjhlh t:jrksa dk tk;tk] izf’k{k.k] vdknfed enn ftlesa dyLVj cSBd] ekfld f’k{k.k ;kstuk fuekZ.k] Mseks Dykl] rkyheh vfl;k dh rkehj] eqnfjZlhu ,oa cPpksa dk ewY;kadu vkSj cPpksa dh fo"k;xr n{krk ds eqrkfcd ikB ;kstuk o f’k{k.k dk;Z ’kkfey gSA enjlksa esa xq.koRrkijd f’k{kk ds fy;s vkSj Hkh csgrj rjhds gks ldrs gSa ;k fodflr fd;s tk ldrs gSaA bl rjQ xkSj o fQdz djus dh t:jr gSA bl {ks= esa dke djus okyh ratheksa] bnkjksa vkSj ftEesnkj yksxksa dks enjlksa esa ’kSf{kd lq/kkjksa ij ,d er gksus] uokpkjh f’k{k.k izfdz;k ,oa i)fr ykxw djus vkSj bUgsa nwljs enjlksa rd igqapkus dh dksf’k’k dh t:jr gSA bUgha eqn~nksa ij t:jrksa ds en~ns utj ukyank BEST PRACTICES OF ELEMENTARY EDUCATION IN MADARSA : EMERGING

TRENDS fo"k; ij ,d lsfeukj vk;ksftr dj jgh gSA lsfeukj dk edln • enjlk rkyhe ds {ks= esa fd;s x;s vFkok fd;s tk jgs csgrj dkeksa ds

vuqHko dks lk>k djuk] ftuls edrc&enjlksa dh cqfu;knh rkyhe esa lq/kkj gks ldsA

• edrc&enjlksa esa xq.koRrkijd f’k{kk ds {ks= esa dk;Z dj jgs bnkjksa] ratheksa o nwljs ftEesnkj yksxksa ds chp usVodZ o lg;ksx c<+kuk ftlls vU; enjls Hkh ykHkkfUor gks ldsaA

enjlksa esa rkyheh bLykg % ,d dksf’k’k

ukyank enjlk dk;Zdze dh ’kq:vkr • enjlk dk;Zdze lu 2001 ls ckjkcadh ftys ls ’kq: fd;k

x;kA dk;Zdze dk edln • enjlksa dks cqfu;knh rkyhe dh t:jr ds fy;s csnkj djukA • edrc&enjlksa ds cPpksa dks [kwch okyh rkyhe ¼Quality

Education½ Qjkge djkus dk uT-e cukuk o cPpksa dks f’k{kk dh eq[;/kkjk ls tksM+ukA

• ,d ,sls ekWMy dk fodkl djuk ftlls enjlksa esa cqfu;knh rkyhe dk fodkl o fjQkeZ gks ldsA

gekjh j.kuhfr • edrc&enjlksa ls jkCrk djukA • enjlksa ds ftEesnkjku@desVh ds lkFk

cSBd@dk;Z’kkyk@lsfeukj ds tfj;s cqfu;knh rkyhe dks etcwr cukus ds fy;s csnkj djukA

• f’k{kdksa dk {kerko/kZuA • rkyheh vfl;k dh rkehjA • ekMy enjlk fodklA • ’kks/k@v/;;u ds tfj;s edrc&enjlksa dh t:jrksa dh

igpkuA gekjh ljxfeZ;ka

• enjlk izksQkby rS;kj djukA • eqnfjZlhu@desVh ds lkFk okrkZyki djukA izf’k{k.k • vfHkeq[khdj.k izf’k{k.k ¼pkj jkst%½ • fo"k;xr izf’k{k.k ¼ikap jkst%½ • fo"k; fo’ks"k izf’k{k.k ¼rhu jkst%½ • DyLVj fuekZ.k ,oa Qkyksvi lanHkZ lewg fuekZ.k • izf’k{k.k ¼ikap jkst%@lkykuk½ • enjlk dk;Zdze esa ennA

⇒ enjlk izksQkby rS;kj djukA ⇒ desVh ds lkFk cSBd ⇒ izf’k{k.k djukA ⇒ f’k{k.k dk;Z esa enn djukA ⇒ lkexzh fodkl esa ennA

f’k{kd izf’k{k.k o cPpksa ds fy;s lkexzh fuekZ.k • ijokt & f’k{kd izf’k{k.k pkj jkst% • ikjl & f’k{kd izf’k{k.k ik¡p jkst% • vkxkt & f’k{kd izf’k{k.k ekMy enjlk ik¡p jkst% • bLykg & f’k{kd izf’k{k.k ,d jkst% ekfld • jkgr & f’k{kd izf’k{k.k rhu jkst%

lanHkZ lewg fodkl izf’k{k.k ekM~;wy • gedne ¼ikap jkst%] gedne I, II, III, IV½ • rldhy ¼rhu jkst%½ & enjlk dk;Zdze ds dfeZ;ksa ds fy;s

izf’k{k.k ekM~;wy • ikB~;dze izk:i ¼ntkZ 1 ls 5 rd½ cPpksa ds fy;s iBu&ikBu lkexzh • viuh fdrkc & mnwZ@xf.kr ¼ntkZ 1] 2 o 3½ • mnwZ dgkuh dh fdrkc ¼Hkkyw dk cPpk] pdek] uko pyh]

pkSjaxh irax] [kq’k gqvk nhuw½ • cky if=dk,aA • cky dgkfu;ka ¼40 lsV cPpksa }kjk fy[kh x;h½ • mnwZ dgkfu;ka ¼20 lsV] ,d ;k nks ist dh dgkfu;ka½ cPpksa dh dk;Z’kkyk • jpukRed {kerk fodkl dk;Z’kkykA • foKku dk;Z’kkykA • jpukRed ys[ku dk;Z’kkykA

⇒ Lora= ys[kuA ⇒ dgkuh ys[kuA

ekMy enjlk fodkl • d{kk&d{k bUVjosa’ku

⇒ d{kk voyksdu

⇒ cPpksa dh csap ekfdZax ⇒ cSBd O;oLFkk esa lq/kkj ⇒ ekfld cSBd ⇒ ikB ;kstuk rS;kjh ,oa ppkZ ⇒ d{kk d{k Mseks ⇒ lgk;d f’k{k.k lkexzh fuekZ.k ⇒ cPpksa dk ewY;kadu ⇒ ewY;kadu ds vk/kkj ij lewg fuekZ.k ⇒ lewg esa f’k{k.k dk;Z ⇒ cPpksa dh VªSfdax

dk;Zdze izHkko • enjlk

⇒ ukyank us enjlksa ¼desVh@LVkQ½ dk fo’okl gkfly fd;kA

⇒ ukyank dh enn ls rkyheh bLykg ds fy;s enjlksa ls vkilh lgerA

• eqnfjZlhu ds utfj;s esa cnykoA

⇒ cqfu;knh rkyhe dh xq.koRrk ds izfrA ⇒ cPpksa ds izfr O;ogkj esaA ⇒ f’k{k.k izfdz;k esaA

• d{kk d{k

⇒ xksy nk;js ;k U vkdkj cSBd O;oLFkk dk pyuA ⇒ f’k{kd dh igqap cPpksa rdA ⇒ lkQ&lqFkjh d{kk;sa o enjlkA

• f’k{k.k izfdz;k@f’k{k.k dk;Z

⇒ Hk; n.M dk iz;ksx deA ⇒ f’k{kd vkSj cPpksa ds chp laokn dh ’kq:vkrA ⇒ t:jr ds eqrkfcd TLM dk bLrsekyA ⇒ lh[kus esa cPpksa dh lgHkkfxrk esa btkQkA

’kqfdz;k

Vikramshila’s endeavour to interact

with minority education and improve

its content in West Bengal

We are working

simultaneously with two

different systems of Madrasa

Education( Government

madrasa and Private

Madrasa) in West Bengal

Government madrasas are fully

aided by the Government of west

Bengal whereas Private Madrasas

are not registered and abandoned

by the government.

Vikramshila is partnering with the

West Bengal Board of Madrasa

Education with an aim to transform 10

Govt. madrasas into Model education

centres.

In these centres, Vikramshila is

reaching out to 169 Teachers and 3500

children

At a different level, Vikramshila has been

working with Private Madrasas who offer

religious education for the most part.

Only a few are opening up few hours

window for general education.

Vikramshila has provided technical and

academic support to 153 Madrasas, 312

teachers and 14,000 children

Classroom operations have been transformed in 10 government madrasas where Vikramshila had intervened We have developed work books, work cards, charts and other necessary TLM to offer them better support

Other activities: Remedial classes and designed remedial workbooks, Subject based workshops, text book development and organized childrens’ festival

In govt madrsas, it was observed that students mainly get themselves admitted in class V and fail to cope up with the syllabus. This group of students badly need academic support

The Work Books are designed especially for Bengali, English and Maths for class V and VI which was designed by us and pulished by the Madrasa Board

To generate in-depth discussions and exchange of ideas on content of each subject taught in the madrasah, teaching methods and classroom activities in each subject we conduct workshop for the MadrasaTeachers

In private madrasas, teachers are trained to work in multigrade situations through TLM, methods of peer learning and Innovative Pedagogy. Students depend on work Books, TLMs, Charts, work cards developed by Vikramshila as they have no other resource

We conduct workshops for developing TLMs for private Madrasa Teachers. We also encourage teachers themselves to develop such materials at no or very low-cost. Children could also be engaged in the process too, making learning an interactive, practical and hands-on process.

As per the demand of the children, Vikramshila published a compilation of selective regional poems which may help to enrich them in literature

Sports can expand the horizon of mind so we believe active physical exercise also a part of education and we have provided sports kits for girls and Boys to the Madrasas and it boosted their energy level

In govt madrasa we do micro planning with the madrasa teachers at the beginning of the academic session for benefits of the children. Also Cluster coordinators observes the classes through out the year. We also provide lesson plans by making those more attractive and to create a joyful learning environment.

However the journey that has begun with the Madras education will be continued with more efforts and the coming years may witness of significant positive changes where formal quality education is concerned

Improving the quality of Madrasa Education : An Intervention of

Experimenting Computer Aided Learning (CAL) in Madrasa

Education under ICT programme of the Department of Teacher

Training and Non Formal Education, Jamia Millia Islamia.

There has been a long discussion on the Madrasa Education since the inception of

modernization of Madrasa. Many steps have also been taken to improve the quality of

education especially at the lower level of Madrasa Education where rote learning is more

prominent. In the name of discipline the children constantly remain under the fear of

teacher. As a result their creativity is suppressed and ability to perform an innovative task

becomes nil. Besides, problems of language between teachers and taught also hinders

communication as well.

The Department of Teacher Training and Non Formal Education, Jamia Millia

Islamia has taken several initiatives to improve the quality of Madrasa education such as

21 days training of Madrasa teachers, introducing modern methods of teaching, providing

teaching learning materials, technical supports etc. The researchers of the department also

make frequent visits to the nearby Madrasa for their studies and experiments.

The present study “Improving the quality of Madrasa Education: An Intervention

of Experimenting Computer Aided Learning (CAL) in Madrasa Education under ICT

programme of the Department” was conducted to test quality of learning through an

added input of computer in a fear free friendly environment.

Objectives:

1.To make students familiar with the strange terms like computer, software, hard

ware, mouse, key board, monitor, CPU, programme, window etc.

2.To familiarize them with various uses computer as a tool of getting and diffusing

Islamic information and knowledge.

3.To make them learn through internet and ultimately to put their own creation on

it.

4.To assess the learning level of students.

5.To compare the achievement level between two classes having language

difficulty.

Selection and Methodology

The experiment was conducted with the students of classes Arabi I (equivalent ti

Class IV) and Arabi II (equivalent to class V) of Madrasa Tahfeezul Quran, Jogabai,

Jamia Nagar. English as a language starts from Arabi I. This Madrasa is located in the

vicinity of Jamia Millia Islamia and it was selected for this purpose as it owned two

computers under Madrasa Modernization Programme. It is a residential Madrasa and

most of students belong to remote rural areas of UP, Bihar, Bengal, Orissa and Madhya

Pradesh. In a group of 8 students, 30 students of Arabi I and 18 students of Arabi II

classes attained the programme in the after noon of Thursday and Friday on 5 consecutive

Thursdays and Fridays. Thursday afternoon and Friday is the holiday in this Madrasa.

The purpose was not to disturb the Madrasa time table on the week days. Computer is not

a subject of teaching or learning. The teachers were asked to make computers accessible

to the students when they are free their schedule. All the teachers of this Madrasa have

got 21 days in service training in the Department of Teacher Training and Non Formal

Education, Jamia Millia Islamia.

Learning Fields:

Introducing Computer 2 days for 2hours each day

Working with Computer 8 days for 2 hours each day

For Example

Introducing Computer

ITEM FUNCTIONS

Key board Input

Mouse Input

Monitor Out put

Printer Output

Modem Input and output

Memory RAM Short term memory

Hard Disk Long Term Memory

Floppy disk Long Term Memory

CD(Compact Disk ) Long Term Memory

Processor (CPU) Works on input

Software

Programs in languages recognize by the computer make the computer do different kinds

of job. Computer programs constitute software of the computer.

Activity 1:

Visit a computer lab and identify the parts mentioned above (Key board, Mouse, CPU

and etc)

The Keyboard :

The computer keyboard has different types of keys

1) Function Keys: It is marked F1 to F12 and has specific functions in each program.

2) Alphanumeric keys: It is located at the center of the keyboard use for typing

characters

3) Numeric keys used for typing numbers and are located towards the right side of

the keyboard usually.

Specific Key

Caps Lock : is pressed before the typing is done, the letter will be in capital letters

and if pressed again, it will start typing in small letter.

Shift Key: it is used in combination with a typing key, For example it ‘shift’ is

pressed while typing in small letter, and capital letters will start appearing.

Enter Key: When this key is pressed it conveys to the computer that input is over. It

is also pressed to start a new paragraph

Back Space: When the back space is pressed once the character type is deleted out of

the screen.

Tab: The tab key move the cursor to the right by eight characters at one stretch or to

the next column to the table.

Delete: Deletes character to the right of the cursor.

Escape : This key interrupts the processing being carried out by the computer.

Control(CTRL) : This is used in combination with another key. The function varies

from program to program.

ALT : It id used in combination with another key. Its faction varies from program to

program.

Cursor Control Keys: There are four cursor control keys to move the cursor around

the screen. They bear the arrow signs pointing in four directions.

Other special keys include + Plus, for addition, - Minus for subtraction / Slash : used

for division , * Asterisk used for multiplication , ^ called as carrot used for

exponential, ( Opening brackets , ) closing brackets etc

Activity: 2

Locate keys mentioned on the keyboard, and try to type five lines about food, using

word, with the help of those who know computers this activity is to be done in

groups.

Mouse Basics :

The Mouse is used to move the cursor on the screen. There are two or three buttons

on the mouse. ‘Clicking’ the mouse means that left mouse button is being clicked.

Right clicking: means clicking and releasing the right mouse button once.

Single Click: Pointing the pointer on an item and pressing the left mouse button once

will be make the item selected. It will appear as a black block. If the left mouse

button is pressed and released twice in quick session it is called double clicking

Working with Computer 8 days

The students were taught the following programmes:

1. Working with MS office

2. Working with MS Paint

3. Working with MS Excel

4. Working with In page

5. Accessing internet and downloading from Islamic websites

6. Writing CDs

Each lesson followed with 2 activities to be done by the students.

Following Islamic websites were provided to students to download abstracts of Hadith,

Quran, articles, videos etc.

1. www.islamicsites.com

2. talkislam.com

3. www.sultan.org

4. www.bestislamicsites.com

5. www.world-newspapers.com

6. www.arab.de/islamic-sites.html

7. www.pakwatan.pk/islamic-sites/

8. www.quranexplorer.com/IslamicSites.aspx

9. www.ummah.com/directory/

10. www.answering-islam.org/L_islamic.html

11. www.religioustolerance.org/isl_refe.htm

12. www.muslimkidsville.com/

13. www.4arabs.com

14. www.islamicplayground.com

15. www.shariahprogram.ca

16. www.islamicgarden.com

17. caribmuslimah.wordpress.com/islamic-clothing-sites

18. www.2muslims.com/cgi-bin/awards/award.cgi

19. www.imamreza.net

20. www.library.yale.edu/neareast/islamicsites.html

Results

It was found that students were very keen and interested in learning through the

computer. Within a limited period of 20 hours all the students of Arabi I and Arabi II

(N=48) learnt the basic operations of computer. Out of 48 students of Arabi I and Arabi

II, 37 (77.1%) learnt efficiently to create files and folders, 48 (100%) learned to work

with MS Office, 42 (87.5%) learned to work with MS paint, 40 (83.3%) were able to

write data in spread sheet and represent in diagrammatic form, 37 (77.1) were able to

write their name and addresses in In page, 39 (81.25%) were able to surf the internet by

opening Google search, 35 (72.9%) were able to search Islamic web sites but only 24

(50%) were able download topics related to their subject and interest. These 24 were also

able create e-mail and send mail to their fellows.

Some interesting statistical findings are given below:

Computer Functioning

Class

Computer

Function

Arabi I N 30

Mean .77

Std. Deviation .430

Arabi II N 18

Mean .78

Std. Deviation .428

Total N 48

Mean .77

Std. Deviation .425

Working with MS Office

Class

MS

Office Ms Excl MS paint

Arabi I N 30 30 30

Mean .63 .83 .87

Std. Deviation .490 .379 .346

Arabi II N 18 18 18

Mean .67 .83 .89

Std. Deviation .485 .383 .323

Total N 48 48 48

Mean .65 .83 .87

Std. Deviation .483 .377 .334

Working with In page and Websites

Class In page

internet

surfing e-mail

Islamic

websites

Arabi I N 30 30 30 30

Mean .73 .83 .40 .73

Std. Deviation .450 .379 .498 .450

Arabi II N 18 18 18 18

Mean .83 .78 .67 .72

Std. Deviation .383 .428 .485 .461

Total N 48 48 48 48

Mean .77 .81 .50 .73

Std. Deviation .425 .394 .505 .449

The students able to download the Islamic websites were able to improve their

knowledge than those fully dependent on textbooks.

One Sample Test

Items Test Value = 0

t df

Sig. (2-

tailed)

Mean

Difference

95% Confidence

Interval of the

Difference

Lower Upper

Computer

function 9.258 47 .000 .646 .51 .79

Ms Excl 15.330 47 .000 .833 .72 .94

MS paint 18.138 47 .000 .875 .78 .97

In page 12.573 47 .000 .771 .65 .89

internet

surfing 14.271 47 .000 .813 .70 .93

e-mail 6.856 47 .000 .500 .35 .65

Conclusion

The above tables reveal that students of Madrasa are able to learn and use the

computer and are able get computer assisted learning. Though the students of Arabi I and

Arabi II are not well versed in English even then they have learnt the basic terms of

computer and their operational meaning. It leads to conclude that language is no bar in

teaching a difficult subject like computer if the teachers are teaching in a friendly

environment with good communication skills. Madrasa students can perform their best if

equal opportunities and facilities provided to schools are also provided to them.

Zara nam ho to yeh mitti bahut zarkhez hai saqi. M. H. QUASMI

(TT&NFE, F/O Education, JMI, New Delhi -110025

SARD's Intervention with Meo Muslims in Mewat

Lucknow January 2011

Project Area “The Meos were truly different from ‘mainstream’ Islam; they represented the ‘little’

tradition, neither speaking nor understanding the language of orthodoxy”. (Mushirul Hasan, “Things Fall Apart, in Indian Express Newspapers, 1998)

• Meo Muslims are 11th to 16th century Hindu converts to Islam. Until recently, they practiced a blend of two religions.

• Mewat is stronghold of Tablighi Jama’at

• Low literacy rates (29% for girls 6-14; 8% for women over 15)

•

Project Area

• Very low sex ratio - 884/1000 (PROBE Report)

• Average family size is 7 - 8 members

• High infant mortality

• Lack of Family welfare & Planning

SARD’s perspective on Minority Education

Influenced by

� Our Vision and Mission statements

� PESLE’s Goal and Objectives

� Diversified Democratic setup

� Education to minority focused local context and culture : (Approach paper, curriculum, teacher manual, gender manual and CBO module developed followed these aspects)

� Education thus envisaged to lead the minority

Hierarchical Pattern of the Madrasas in SARD

project area The levels of communication and reporting patterns are as under:

� Local Moulvies: There is one per mosque. Every village has a mosque. In some areas there are even two.

� The local mosques are governed by Regional Maulana (Maulana Qasim Sahib), based in Meel Ka Madrasa at Sikri in Rajasthan.

� Regional Madarsas are directed by Maulana Dawood based in Nizamuddin at New Delhi.

� A system of Madrasa Board exists, where many Madrasas get affiliated to one.

� In addition there are supervisory structures like WAKAF Board and Dini-Talimi Council (15,000 Maktabs are attached to the council in

Baseline Survey Findings

� So-called “ stronghold” of the Moulvies is

decreasing � Community was receptive and willing to

change � Existence of two types of institutions -a

village level Maktab and a residential Madarsa

� More girls attend Madrasas compared to boys

� 50% people were partially interested in

Planning for Intervention

� Efforts should be made to introduce some element of our national curriculum in the Madarasa system.

� To ensure uniformity in teaching subjects, imparting skills etc will result in capacity building of the institutions avoiding types of curriculum.

� Interactions with the Regional co-ordinator, who is based in Sikri, appraising him of the formal system of education, and the need to assimilate it into the Madrasa system, may yield results. Top down approach.

� Transforming each mosque as a centre or hub of all activities related to education, will not only give the mosque its due respect, but also help in mobilisation.

� Keeping the timings of the QEC's flexible

� The community accepts the verdict of the Moulvi regarding education. Involve him in the CBO meetings to accept his advice in other areas of work.

Planning for Intervention Sensitization of Religious leaders � Effect a behavioural change through

periodical orientation trainings and suitable exposure visits for Moulvis and community leaders.

� Ensure voluntary participation of Religious/Community leaders in different activities/events in the community promoting literacy.

� Promoting regular interaction between Moulvies and community.

Strategies

� Networking with SRC-JMI

� Visit to the project area

� Interaction with Local Madarsa

� Registration of Local Madarsas (Rajasthan Madarsa Board)

� Involving Moulvies through Libraries

� Exposure of QECs for the Madarsa Team

Activities

� Moulvi Sammellan (Sensitization workshop)

� Qurani Keerat Muqabala

� Quarterly Stakeholder Meeting

� Monthly Moulvi Meeting

� Moulvies as CBO members

� Monitoring of QECs and libraries

� Support in Grain Collection

� Local Maulvis/youth with required qualifications were selected, trained and appointed as Urdu teachers

The above steps strengthened the confidence of

community to send their daughters to study.

Sum Up

� SARD dealt religious leaders with understanding involving various participatory processes keeping in view their sensitivity

� Education of girls become acceptable and has seen encouragement with reduced resistances from religious quarters

� Rumours about SARD imparting anti-Islamic teachings to convert the population to other religions, have been delicately handled with care

� CBO are capable enough to handle local religious

pressures

� SARD has been appreciated by the members of the

external review mission of European Commission, after its interaction with religious leaders and other community members, for its sensible handling of the issues and refined approach towards community involvement and development

Supported by A Program of In Association with

USAID/INDIA CAP Foundation Sarva Siksha Abhiyan

PPrroommoottiinngg QQuuaalliittyy EEdduuccaattiioonn &&

SSkkiillllss TTrraaiinniinngg iinn MMaaddrraassaass

MMaaddrraassaa EEdduuccaattiioonn PPrrooggrraamm ((22000044--22001100))

�� YYrr 22000044--IInniittiiaatteedd wwiitthh 33 mmaaddrraassaass iinn HHyyddeerraabbaadd

�� YYrr 22000055--IInnccrreeaasseedd ccoovveerraaggee ttoo 1111 mmaaddrraassaass iinn

HHyyddeerraabbaadd aanndd ssuubbuurrbbss

�� YYrr 22000066--EExxppaannssiioonn aatt tthhee ssttaattee lleevveell

�� PPiilloott iimmpplleemmeenntteedd bbyy CCAAPP wwiitthh ssuuppppoorrtt ffrroomm

UUSSAAIIDD

�� EExxppaannssiioonn ooff tthhee pprrooggrraamm bbyy SSSSAA--AAPP iinn

ppaarrttnneerrsshhiipp wwiitthh CCAAPP ssuuppppoorrtteedd bbyy UUSSAAIIDD

PPiilloott PPhhaassee ((22000044--0066))

DDiirreecctt iinntteerrvveennttiioonnss bbyy CCAAPP ssuuppppoorrtteedd bbyy UUSSAAIIDD

ccoovveerreedd--

�Access through bridge school

��RReeaacchheedd oouutt ttoo 22440000 oouutt ooff sscchhooooll cchhiillddrreenn

�Teachers support to Madrasas

��Capacity building of teachers on interactive and

participatory class room

�Class Room Interventions –

� 1-2 hrs of religious & 4 hrs of formal

education

� Language learning tools for classes 1-2 & 3-5

� Preparation & use of TLM

� Basic computer education

PPiilloott PPhhaassee ccoonnttdd....

� Participation of parents & community

� Parents Meetings

� Mother’s Committee & Self help groups

�� EEmmppllooyyaabbiilliittyy sskkiillllss TTrraaiinniinngg ttoo 335500 yyoouutthh

iinn

–– IITT EEnnaabblleedd SSeerrvviicceess

–– CCuussttoommeerr RReellaattiioonnss SSeerrvviicceess

–– HHoommee ccaarree BBeeddssiiddee aassssiissttaanntt

–– PPrree pprriimmaarryy TTeeaacchheerr TTrraaiinniinngg

�� RReeccooggnniittiioonn ttoo MMuusshheeeerraabbaadd MMaaddrraassaa

�� IInnddiirreeccttllyy iimmppaacctteedd 5522 mmaaddrraassaass tthhrroouugghh ccoonnffeerreenncceess aanndd tteeaacchheerrss ttrraaiinniinngg

TTrruusstt && CCoonnsseennssuuss BBuuiillddiinngg

�� FFiirrsstt SSttaattee lleevveell ccoonnffeerreennccee iinn JJuunnee 22000055 iinn

aassssoocciiaattiioonn wwiitthh SSSSAA--AAPP wwiitthh oovveerr 115500

ppaarrttiicciippaannttss

�� GGeenneerraall aaggrreeeemmeenntt oonn nneeeedd ffoorr iinntteeggrraattiioonn

wwiitthhoouutt ccoommpprroommiissiinngg wwiitthh tthhee rreelliiggiioouuss

eedduuccaattiioonn

�� NNeeeedd ffoorr aann iinntteerrffaaccee bbeettwweeeenn tthhee

ccoommmmuunniittyy//mmaaddrraassaass && ggoovvtt-- tthhee rroollee ooff

NNGGOOss

�� AA sseerriieess ooff mmeeeettiinnggss aanndd wwoorrkksshhooppss wwiitthh

ppaarrttiicciippaattiioonn ooff mmaaddrraassaa hheeaaddss,, SSSSAA aanndd CCAAPP

�� SSeeccoonndd SSttaattee lleevveell CCoonnffeerreennccee ssiinn MMaayy 22000066

wwiitthh oovveerr 220000 ppaarrttiicciippaannttss

�� SSSSAA--AAPP && MMaaddrraassaass ttoo ttaakkee ffoorrwwaarrdd tthhee

AAggeennddaa ooff ffoorrmmaall eedduuccaattiioonn iinn mmaaddrraassaass..

�� CCAAPP ttoo ppllaayy tthhee rroollee ooff iinntteerrllooccuuttoorr

�� NNeeeedd ffoorr ccuullttuurraallllyy sseennssiittiivvee tteeaacchhiinngg

lleeaarrnniinngg mmaatteerriiaall ffoorr mmaaddrraassaass && tteeaacchheerrss

ccaappaacciittyy bbuuiillddiinngg

�� SSSSAA && MMaaddrraassaass ttoo iinnvveesstt oonn bbuuiillddiinngg

rreellaattiioonnsshhiippss ttoo rreessoollvvee jjooiinnttllyy iissssuuee lliikkee

rreeccooggnniittiioonn ttoo mmaaddrraassaass,, bbooookkss,, ssuupppplliieess,,

TTLLMM,, TTeeaacchheerrss ssaallaarryy

MMaaddrraassaa EEdduuccaattiioonn PPrrooggrraamm EExxppaannssiioonn PPhhaassee ((22000066--0088))

GGooaall :: CCoonnttrriibbuuttee ttoo tthhee uunniivveerrssaalliizzaattiioonn ooff

eelleemmeennttaarryy eedduuccaattiioonn ggooaall ooff SSSSAA--AAPP bbyy

iinnttrroodduucciinngg aanndd iimmpprroovviinngg ffoorrmmaall eedduuccaattiioonn

iinn mmaaddrraassaass tthhrroouugghh pprroommoottiinngg tthhee SSSSAA--

mmaaddrraassaa ppaarrttnneerrsshhiipp

SSttrraatteeggiieess::

�� CCAAPP ttoo ppllaayy tthhee rroollee ooff aann iinntteerrllooccuuttoorr ttoo

bbuuiilldd ttrruusstt && rreessoollvvee iissssuueess && bbeettwweeeenn

mmaaddrraassaass && SSSSAA ttoo wwoorrkk ttooggeetthheerr

�� TTrraaiinn mmaaddrraassaa tteeaacchheerrss iinn iinnnnoovvaattiivvee

tteeaacchhiinngg lleeaarrnniinngg pprraaccttiicceess

�� DDeevveelloopp && pprroovviiddee tteeaacchhiinngg lleeaarrnniinngg

mmaatteerriiaall ttoo mmaaddrraassaass

�� DDeemmoonnssttrraattee CCAAPP’’ss EEkk MMoouukkaa eemmppllooyyaabbiilliittyy

ttrraaiinniinngg mmooddeell bbyy sseettttiinngg uupp EETTCCss iinn

mmaaddrraassaass

HHiigghhlliigghhttss ooff pprrooggrreessss((22000066--22001100))

�� FFoorrmmaall MMooUU ssiiggnneedd bbeettwweeeenn CCAAPP && SSSSAA--AAPP

�� SSSSAA--AAPP && MMaaddrraassaass ttoo wwoorrkk ddiirreeccttllyy

�� CCAAPP’’ss RRoollee aass aann IInntteerrllooccuuttoorr

�� FFoorrmmaall llaauunncchh ooff tthhee pprrooggrraamm

�� CCAAPP oorrggaanniisseedd aa sseerriieess ooff ccoonnssuullttaattiivvee

mmeeeettiinnggss bbeettwweeeenn SSSSAA && mmaaddrraassaass ttoo

bbuuiilldd ttrruusstt ffoorr ccoollllaabboorraattiioonn && ddeecciiddee oonn

mmuuttuuaall ggrroouunnddss ooff ccoollllaabboorraattiioonn

�� AA sstteeeerriinngg ccoommmmiitttteeee ffoorrmmeedd wwiitthh

rreepprreesseennttaattiivveess ffrroomm SSSSAA,, MMaaddrraassaass &&

CCAAPP,, ttoo ppllaann,, mmoonniittoorr && rreevviieeww tthhee

pprrooggrraamm

�� AA sseerriieess ooff GGoovveerrnnmmeenntt OOrrddeerrss ppaasssseedd bbyy

tthhee ooffffiiccee ooff SSPPDD,, SSSSAA--AAPP ffoorr eexxtteennddiinngg

ssuuppppoorrtt ttoo mmaaddrraassaass..

GGeeooggrraapphhiiccaall ccoovveerraaggee ooff tthhee PPrrooggrraamm

284

581

899

0

200

400

600

800

1000

2006-07 2007-08 2008-09

2006-07 2007-08 2008-09

PPrrooggrraamm RReeaacchh oouutt

TToottaall MMaaddrraassaass ccuurrrreennttllyy bbeeiinngg

ssuuppppoorrtteedd –– 11003355

14

81

5

10

14

1 27

75

9

22

09

3 46

24

1

38

42

7

84

74

5

0

20000

40000

60000

80000

100000

2006-07 2007-08 2008-09

Boys Girls Total Children

HHiigghhlliigghhttss ccoonnttdd....

�� TToottaall TTeeaacchheerrss aappppooiinntteedd -- 22,,883300

�� NNoo ooff TTeeaacchheerrss TTrraaiinneedd -- 22,,553333

�� HHeeaaddss ooff MMaaddrraassaass ttrraaiinneedd -- 229922

�� CChhiillddrreenn ggeettttiinngg MMiidd ddaayy mmeeaall -- 6688,,442255

�� CChhiillddrreenn pprroovviiddeedd WWoorrkk bbooookkss -- 8844,,775544

�� CChhiillddrreenn pprroovviiddeedd TTeexxtt bbooookkss -- 8866,,228811

�� TTeeaacchheerr rreecceeiivveedd tteeaacchhiinngg lleeaarrnniinngg mmaatteerriiaall

ggrraanntt ooff RRss 550000//-- ppeerr tteeaacchheerr ppeerr aannnnuumm--22,,441188

�� YYoouutthh eennrroolllleedd ffoorr HHiigghh SScchhooooll ccoommpplleettiioonn

tthhrroouugghh ooppeenn sscchhooooll--22,,441166

�� NNuummbbeerr ooff mmaaddrraassaass aapppplliieedd uunnddeerr SSPPQQEEMM--114433

�� NNuummbbeerr ooff MMaaddrraassaass aapppplliieedd uunnddeerr IIDDMMII--4433

�� PPrroovviissiioonn ooff ccoommppuutteerrss && ccoommppuutteerrss ttrraaiinniinngg ttoo

MMaaddrraassaa TTeeaacchheerrss bbyy SSSSAA

�� UUrrdduu MMaatteerriiaall sshhaarriinngg aanndd rreevviieeww wwoorrkksshhooppss

oorrggaanniisseedd ttoo ddeevveelloopp ssuupppplleemmeennttaarryy

wwoorrkkbbooookkss//aaccttiivviittyy bbooookkss ffoorr mmaaddrraassaa cchhiillddrreenn

�� RReepprreesseennttaattiivveess ffrroomm mmaaddrraassaass,, SSSSAA--AAPP,, CCAAPP,,

SSAARRDD,, VViikkrraammsshhiillaa,, JJaammiiaa MMiilliiaa IIssllaammiiaa ffrroomm

ddiiffffeerreenntt ssttaatteess ppaarrttiicciippaatteedd

�� AAccttiivviittyy // wwoorrkk bbooookkss ffoorr ccllaasssseess 11sstt ttoo 55tthh

ddeevveellooppeedd,, pprriinntteedd && ddiissttrriibbuutteedd ttoo aallll mmaaddrraassaa

cchhiillddrreenn

�� CCoommpprreehheennssiivvee aasssseessssmmeenntt ttooooll ffoorr pprriimmaarryy

ccllaasssseess ddeevveellooppeedd

�� WWoorrkkbbooookkss ffoorr ccllaasssseess 66tthh ttoo 88

tthh ddeevveellooppeedd

rreecceennttllyy

�� MMoodduullee ffoorr mmaaddrraassaass tteeaacchheerr// vviiddyyaa vvoolluunntteeeerrss

�� LLeeaaddeerrsshhiipp SSkkiillllss mmoodduullee ffoorr mmaaddrraassaa NNaazziimmss

�� CCoollllaabboorraattiioonn wwiitthh MMaauullaannaa AAzzaadd NNaattiioonnaall UUrrdduu

UUnniivveerrssiittyy HHyyddeerraabbaadd ffoorr tteeaacchheerrss ttrraaiinniinngg

�� AA ccoorree rreessoouurrccee ggrroouupp aanndd mmaasstteerr ttrraaiinneerrss

ggrroouupp ffrroomm aammoonngg mmaaddrraassaass aanndd SSSSAA--AAPP

ffoorrmmeedd ttoo ttaakkee tthhee pprrooggrraamm ffoorrwwaarrdd

�� IInniittiiaall tteeaacchheerrss ttrraaiinniinngg bbyy CCAAPP.. SSiinnccee 22000099 bbyy

SSSSAA--AAPP aatt ddiissttrriicctt lleevveell

�� PPeerriiooddiicc ddiissttrriicctt && rreeggiioonnaall lleevveell sshhaarriinngg

wwoorrkksshhooppss hheelldd ttoo sshhaarree lleeaarrnniinnggss aanndd rreessoollvvee

eemmeerrggiinngg iissssuueess

� Orientation workshops with block level officials

to penetrate & have commitment of grass root

level functionaries of the government

� 2344 Muslim youth enrolled for high school

completion through open school system.

� 411 out of school adolescents appeared in X

board exams through Teen Channel Program

with 72% passing the exams

� 10 Employability Training centres set up in 10

madrasas

� 6608 young people from muslim minority

communities provided employability skills

training in-

� IT Enabled Services

� Customer Relations & Sales

� White Goods Services

� Computers Hardware

� Hospitality

� 49% of the youth trained are females

� Around 79% of the trainees trained have

accepted placement

� Salary ranges-Rs. 3000 to 6000/per month �

CChhaalllleennggeess EEnnccoouunntteerreedd

�� TThhee aapppprreehheennssiioonn aammoonngg mmaaddrraassaass tthhaatt tthhee

ggoovveerrnnmmeenntt mmaayy eevveennttuuaallllyy ttaakkee oovveerr tthhee

MMaaddrraassaass.. AAllssoo tthhee ffeeaarr tthhaatt tthhee ggoovveerrnnmmeenntt

mmiigghhtt iinntteerrffeerree wwiitthh tthhee rreelliiggiioouuss aaccttiivviittiieess aanndd

ddaayy ttoo ddaayy ffuunnccttiioonniinngg ooff tthhee MMaaddrraassaass..

ppeerrcceeiivveedd aass hhiiddddeenn ppllooyyss ttoo ddiilluuttee tthhee rreelliiggiioouuss

cchhaarraacctteerr ooff MMaaddrraassaass..

�� NNeeeedd ttoo bbuuiilldd ttrruusstt aanndd ccoonnsseennssuuss aammoonngg aallll

tthhee ssttaakkeehhoollddeerrss wwhhiicchh iinncclluuddeedd tthhee rreelliiggiioouuss

lleeaaddeerrss,, ppaarreennttss aanndd tthhee ccoommmmuunniittyy aatt llaarrggee

aanndd eennlliigghhtteenn oonn tthhee aaddvvaannttaaggeess ooff sseeccuullaarr

eedduuccaattiioonn aanndd aatt tthhee ssaammee ttiimmee aassssuurraannccee tthhaatt

tthheerree wwiillll bbee nnoo iinntteerrffeerreennccee wwiitthh tthhee rreelliiggiioouuss

eedduuccaattiioonn..

�� FFeeaarr tthhaatt iinnttrroodduuccttiioonn ooff mmooddeerrnn ssuubbjjeeccttss wwiillll

bbee ttoooo mmuucchh ooff aa ssttrreessss aanndd bbuurrddeenn oonn tthhee

ssttuuddeennttss aanndd tthheeyy wwiillll nnoott bbee ssuucccceessssffuull iinn bbootthh

tthhee rreelliiggiioouuss ssttuuddiieess aanndd tthhee mmooddeerrnn ssuubbjjeeccttss..

�� SSoommee ppeeooppllee wwiitthh vveesstteedd iinntteerreesstt ttrriieedd ttoo ttaakkee

aaddvvaannttaaggee ooff tthhee pprrooggrraamm bbyy sseettttiinngg uupp bboogguuss

mmaaddrraassaass

�� RReeccrruuiittmmeenntt ooff tteeaacchheerrss bbyy mmaaddrraassaass && tthheeiirr

ccaappaacciittyy bbuuiillddiinngg.. TThhee rreelliiggiioouuss tteeaacchheerrss wweerree

nnoott vveerrssaattiillee iinn tteeaacchhiinngg tthhee sseeccuullaarr ssuubbjjeeccttss....

�� LLaacckk ooff aaddeeqquuaattee tteeaacchhiinngg lleeaarrnniinngg mmaatteerriiaallss

rreelleevvaanntt ffoorr mmaaddrraassaass..

�� AAnnootthheerr cchhaalllleennggee wwaass ttoo pprroovviiddee ttrraaiinniinngg ttoo tthhee

hheeaaddss ooff tthhee MMaaddrraassaass ttoo mmaannaaggee tthhee cchhaannggeess

bbeeiinngg iinnttrroodduucceedd eeffffeeccttiivveellyy..

LLeessssoonnss LLeeaarrnntt && WWaayy FFoorrwwaarrdd

�� NNeeeedd ffoorr ccoonnssttaanntt uupp ggrraaddaattiioonn ooff tthhee sskkiillllss ooff

tthhee tteeaacchheerrss ttoo ccooppee wwiitthh tthhee cchhaannggiinngg

ccuurrrriiccuulluumm,,

�� TTeeaacchheerrss nneeeedd ttrraaiinniinngg ttoo hhoonnee tthheeiirr sskkiillllss ffoorr

aaccttiivviittyy bbaasseedd lleeaarrnniinngg,, ddeevveellooppiinngg mmoorree TTLLMMss,,

ccoommppeetteenncciieess iinn ccoommppuutteerr,, EEnngglliisshh llaanngguuaaggee

sskkiillllss

�� NNeeeedd ffoorr aa ssttrroonnggeerr aanndd bbrrooaaddeenneedd ffooccuuss oonn ggiirrll

cchhiilldd.. EEnnhhaannccee rreessoouurrccee ggrroouupp ccaappaacciittyy ttoo

ddeevveelloopp ggeennddeerr sseennssiittiivvee ttrraaiinniinngg mmaatteerriiaallss,,

ssttrraatteeggiieess aanndd mmoodduulleess.. RReeccrruuiitt aanndd aappppooiinntt

mmoorree ffeemmaallee ccoommmmuunniittyy mmoobbiilliisseerrss..

�� NNeeeedd ttoo iinnttrroodduuccee hheeaalltthh ccaarree mmeessssaaggiinngg iinn

tteeaacchheerr ttrraaiinniinngg mmaatteerriiaallss aanndd iinn tthhee lliiffee sskkiillllss

ttrraaiinniinngg mmaatteerriiaallss eessppeecciiaallllyy tthhoossee ttaarrggeettiinngg

aaddoolleesscceenntt ggiirrllss.. PPrroovviiddee aacccceessss ttoo mmoorree

iinnffoorrmmaattiioonn aabboouutt ggoooodd hheeaalltthh aanndd nnuuttrriittiioonn

pprraaccttiicceess iinncclluuddiinngg hhyyggiieennee aanndd hheeaalltthh sseerrvviicceess

ffoorr ssttuuddeennttss.. [[

�� NNeeeedd ttoo eessttaabblliisshh aann aalluummnnii nneettwwoorrkk ooff EETTCCss

aanndd bbrriiddggee sscchhoooollss aanndd eennggaaggee tthheemm ttoo aassssiisstt

aass ccoommmmuunniittyy mmoobbiilliizzeerrss iinn mmeennttoorriinngg tthhee

nneeeeddyy ssttuuddeennttss..

�� NNeeeedd ttoo iiddeennttiiffyy ttaalleenntteedd yyoouutthh,, bbootthh bbooyyss aanndd

ggiirrllss,, aanndd nnuurrttuurree tthheemm bbyy pprroovviiddiinngg aaddddiittiioonnaall

aaccaaddeemmiicc aanndd ffiinnaanncciiaall ssuuppppoorrtt ffoorr tthheemm ttoo ggeett

iinnttoo hhiigghheerr eedduuccaattiioonn aanndd iinnttoo hhiigghheerr lleevveellss ooff

eemmppllooyymmeenntt ooppppoorrttuunniittiieess..