In a robust push for reforms in Uttar Pradesh’s madrasa schooling system, chief minister Yogi Adityanath highlighted the necessity for strict compliance with infrastructural requirements earlier than granting official recognition to any madrasa within the state.
Uttar Pradesh chief minister Yogi Adityanath has pressured on aligning the popularity requirements and necessities of madrasas with these of standard colleges managed by the schooling division. (FILE PHOTO)
He additionally proposed forming a committee below the chairmanship of the director of minority welfare, Uttar Pradesh, to suggest essential reforms for the sleek functioning of madrasas, job safety for academics, and a greater future for the scholars.
Chairing a high-level assembly on Friday to assessment the present state of madrasa schooling, the chief minister underlined the significance of making certain that madrasas don’t stay restricted to spiritual teachings alone.
“Students studying in madrasas should have access to the full spectrum of modern education,” Yogi Adityanath mentioned.
“There’s a need to bring changes in the madrasa curriculum in line with the New Education Policy 2020. It is also necessary to update the eligibility criteria for teachers and non-teaching staff in accordance with the curriculum. The teacher selection process must be made fair and transparent. The current system of appointing teachers in madrasas also needs to be reviewed,” he added.
On this regard, the chief minister proposed a committee which is able to embody particular secretaries from the essential schooling, secondary schooling, finance, legislation, and minority welfare departments.
He identified the challenges which have emerged following the Supreme Court docket’s declaration of the Kamil (graduate) and Fazil (postgraduate) levels of the Madrasa Board as unconstitutional.
He pressured on aligning the popularity requirements and necessities of madrasas with these of standard colleges managed by the schooling division.
Earlier within the assembly, the minority welfare and waqf division gave an in depth presentation in regards to the present standing of madrasas, the principle challenges they face and their plans.
The chief minister was knowledgeable that there are at present 13,329 recognised madrasas within the state, the place 12,35,400 college students are finding out. Out of those, 9,979 madrasas are on the major and higher major ranges (Lessons 1 to eight), and three,350 are on the secondary and better secondary ranges (Lessons 9 to 12).
Amongst them, 561 madrasas obtain authorities grants and so they have 2,31,806 registered college students. These grant-aided madrasas have 9,889 academics and eight,367 non-teaching workers, all of whom have been receiving salaries and allowances as per the Seventh Pay Fee’s suggestions since January 1, 2016.
The chief minister was knowledgeable that the Madrasa Portal was launched in August 2017, which made all of the features of the Madrasa Training Council on-line. A complete of 19,123 madrasas registered on the portal, out of which 13,329 have been verified and locked. By this portal, methods like on-line exams, certificates, verification, and integration with the U-DISE code have been carried out, making certain transparency and accountability. Nevertheless, the variety of college students showing in board exams has steadily declined over time.
In 2016, 4,22,627 college students appeared, however by 2025, this quantity dropped to solely 88,082.
The chief minister referred to as this a severe concern and mentioned that there’s a want for enchancment.
Officers additionally mentioned that the Madrasa Training Council now conducts exams solely on the Maulvi/Munshi (secondary) and Alim (senior secondary) ranges. To enhance the standard of schooling, the SCERT curriculum has been carried out and totally enforced from the tutorial 12 months 2025–26. Efforts are additionally underway to align the curriculum for Lessons 9 to 12 with the State Secondary Training Council. The curriculum now contains not solely spiritual topics like theology, Arabic, and Persian, but additionally fashionable topics similar to arithmetic, science, social science, Hindi and English.