English Language Teacher Training in Madrasa Education
World Development Report (2018) states that education set values, raise the vision
and ultimately enrich lives. Without education students who are coming from
impoverished background face the problem of exclusion and in due course, they are
pushed to the margin. Students belonging to economically and financially weaker
sections of society are usually the most in need of quality education for availing
career and employment opportunities. The learning conditions and facilities given to
the impoverished children are found to be worse, and at times they are not even bare
minimum. However, some exceptions are always there since this is more prevalent in
the cases of private unaided Madrasas.
The situation was once similar to that of Indian conditions where Madrasas education was
the only source of education for Muslims in the face of no access to formal
education.This is clearly visible and intimidating that they are rendered out-of-school
children, and correspondingly the dropout rate goes very high. Their learning
outcomes are insignificant as they go down far below the Minimum Levels of
Learning ����MLL) compared to their mainstream counterparts.
India is a signatory to the 1992 UN Convention on rights of the child, fulfilled
(Article 28). The convention directs member states to recognise the right of education
for every child and make primary education compulsory. The 86th amendment
provided for follow-up legislation, culminated in the Right to Education Act in 2009.
Through this amendment of this Act, Madrasas and Vedic Pathshalas have been kept
out of the purview (Right to Education Act, 2009) National Commission for Minority
Educational Institutions (2004) Act protects the minority institution in India. This act
ensures the rights of minorities to established and administer the educational
institution of their choice (Article 30).
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