KOCHI: At a time when hectic school schedules and career-oriented ambitions are among the priorities of schoolchildren, madrasas that predominantly teach religion are increasing in the state. In the last six months, three different boards in Kerala had given the nod for more than 300 madrasas. What’s more, the Central Government’s Scheme for Providing Quality Education through Madrasas (SPQEM) has encouraged the setting up of more such schools.
The Samastha Kerala Islam Matha Board runs the highest number of madrasas. In 2012-13, 8,087 madrasas were functioning under the board. In 2013-14, this rose to 8,218. The board had, till August, 8,390 madrasas under its purview.
Under the Samastha Kerala Sunni Vidyabhyasa Board, there were 3,576 madrasas in 2012-2013. In 2013-14, this rose to 3,981. Until August 2014, there were 4,118 madrasas under the board. The Kerala Nadvathul Mujahideen approved the starting up of 1116 madrasas until March 2013. In 2013-14, this came down to 1,105 reportedly due to unavailability of students. However, till August 2014, the number was 1,126.
Presently, there are 13,634 madrasas in the state under the three boards. Apart from these, there are boards like Dakshina Kerala Jamiyyathul Ulama, Ithihadu Shubbanil Mujahideen and others that run madrasas. “A board meeting is held on the second Saturday of every month. On an average, 15-20 applications come before us for approval each month. There has not been a single meeting in the last few months where an application was rejected. The applications come in after our team visits the place and ensures the required criteria is met” said Bapu Musliyar, general secretary, Samastha Kerala Islam Matha Vidyabyasa Board.
According to a report by K R Narayanan Centre for Dalit and Minorities Studies, 9,120 madrasas in the country had registered under the SPQEM till December 2013. Of this, 547 are in Kerala. There are 209 madrassas in Malappuram availing this scheme which is the highest in the state followed by 111 in Kozhikode. These madrasas receive funds under the scheme for teaching-learning materials-projectors, computers and other audio-visual equipment.
The report stated that the introduction of Urdu and Deeniyat in such schools in many states had resulted in a higher enrolment of children, especially girls, whose parents were otherwise reluctant in sending them to regular schools.
In Kerala, the intensive coaching provided in madrasas had a positive impact on the educational achievement of children from poor socio-economic backgrounds. “In a madrasa, there was a public exam at fifth, seventh and Class X levels. This helped me face Class X exam in regular school without much fear,” said K Fawaz, a student.