Malick Asghar Hashmi/New Delhi

The industrialist-philanthropist Ratan Tata tried to improve the Madrasa education In India as part of his concern for the human lives and India’s future. He picked up the cause of Madrasa education soon after the Sachar Committee report had flagged the poor standards of these institutions and the lower educational levels of Indian Muslims.

Ratan Tata led the Tata Trust tasked itself with improving the Madrasa education where mostly poor children studied in 2006.

The Sachar Committee Report exposed the state of education of Muslims, the country's largest minority community. The report noted that the Muslim literacy rate was only 59.1%, and a quarter of children aged 6-14 were out of school. The percentage of matriculating Muslim students was also only 23.9%, way below the national average of 42.5%.

The report said only one out of 25 undergraduate students and one of 50 post-graduate students in premier colleges was Muslim.

Taking note, Ratan Tata devised a comprehensive plan for reforming madrassa education with the target of mainstreaming Muslims. He included the Madrasa Programme in the list of charities and philanthropy under the umbrella of Tata Trust.

A statement from the Trust on its website said, "The objective of this initiative is to connect science, math and social sciences with the dini taalim about Islam so that children can see that the teachings of Islam are not isolated from the world of science. As part of this initiative, students map India and Arabia on the world map, and highlight the Hijrat of Prophet Mohammed (SAS); make a project on Muslim scientists; study Islamic architecture and the geometric shapes that are reflective of this style; make a PowerPoint presentation on human joints and relate it to the ones involved in different postures during namaaz, etc. These activities provide a pedagogical framework to integrate science, maths, and geography with the Islamic way of life. Madrasa teachers are trained to make these connections via lesson plans."

Tata Trust initiated the program in four madrasas in West Bengal and later extended the same to eastern Uttar Pradesh, Kishanganj in Bihar, and a pocket in Mumbai.

It trained madrassa teachers in innovative teaching methods through center and co-teaching methods to make it interesting for the students. Teachers were also taught how to teach children in interactive and creative ways.

In Uttar Pradesh, which has the highest number of Madrasa, the Tata Trust conducted a major experiment involving about 10,000 children in 50 madrasas of Varanasi and Jaunpur. The experiment was to check the feasibility of upgrading and modernizing madrasas so that these turn out to be much like regular schools.

Under this, the trust introduced the children to contemporary courses and modern educational methods with priority given to upgrading and modernizing the institutions. Madrasa students are encouraged to attend regular schools. They are exposed to contemporary courses and learning methods.

The Trust partnered with NGOs involved in the education sector. In the initial phase, it collaborated with the People's Vigilance Committee on Human Rights in Varanasi and Azad Shiksha Kendra in Jaunpur.

Soon after the Sachar Committee report, the first phase of the program was launched in UP. Under this, public schools along with Madrasahs were also targeted for the improvement of education. Since 2008, the Trust has expanded the initiative, increasing implementation, coverage and resource support.

Madrasah Jamia Darul Uloom Hanafia located in Teghra village of Uttar Pradesh is an exemplary example of this reform program. It has 119 students enrolled and 50 are Hindus. This change is a big step towards communal harmony.

14-year-old Vishnu Prajapati, son of a farmer, won the title of the best Urdu student in the madrassa. Vishnu first studied in a government school, but being dissatisfied with his education there, his father enrolled him in a madrasah. Now a great improvement is seen in Vishnu's personality and education.

The most important aspect of the Madrasa Improvement Programme is that it has not only improved the quality of education but created an inclusive environment in classrooms. Children from both Hindu and Muslim communities study and are educated together in the Madrasah of Tigra village.

Tata Trust has covered 400 madrasas in the scheme, of which 75 have been developed as 'model madrasas'. The Trust has collaborated with various non-governmental organizations in this.

Tata Trust's Madrasa Education Improvement Program (MIP) proves that with the right direction and efforts religious and modern education can be integrated and have a positive impact on society as well.

Under MIP, about one lakh students have been covered under the improved syllabi in Madrasa. About a decade ago, the trust started extending the MIP to Bihar and Jharkhand. The initiative reached over 45,000 students across 3 states.

Madrasah Jamia Darul Uloom Hanafia located in Teghra village of Uttar Pradesh is an example of this reform program. The Madras with 119 children also has 50 Hindu students on its rolls. This change is a big step towards communal harmony.

14-year-old Vishnu Prajapati, son of a farmer, won the title of the best Urdu student in the madrassa. Vishnu first studied in a government school, and later his father enrolled him in the madrasa for the quality of education. This changed Vishnu's personality and his level of education.

Tata Trust has so far involved around 400 madrasas in the scheme, of which 75 have been developed as 'model madrasas'. The Trust has collaborated with various non-governmental organizations to provide quality education to Madrasah children.