Recent events at Gujarat University in Ahmedabad have highlighted the struggles encountered by international Muslim students within India's higher education system.
The first of these developments revolves around a Supreme Court case questioning the minority status of Aligarh Muslim University. At the heart of the matter lies a constitutional clause that, if upheld, would grant the university certain privileges, including reserving up to 50% of seats for Muslim students. However, the Bharatiya Janata Party-led government's stance opposing this clause sets the stage for a contentious legal battle with far-reaching implications.
The second development emerges from the recently released All India Survey on Higher Education (AISHE) 2021-22, shedding light on Muslims' educational prospects. While overall enrolment figures have shown improvement, the data reveals a concerning disparity for Muslim students.
Despite a slight increase in enrolment, Muslim students continue to trail behind the national average, indicating persistent challenges in accessing higher education opportunities.
AISHE data uncovers a concerning trend of unequal growth rates among different demographic groups. While enrolment figures for Scheduled Castes, Scheduled Tribes, and Other Backward Classes have surged, the growth rate for Muslim students remains comparatively low. This trend stresses longstanding socio-economic and educational disparities highlighted by the Sachar Committee, which recommended affirmative action policies and increased financial assistance for marginalized communities.
For the unversed, scholarship schemes, such as the Maulana Azad National Fellowship for minority research scholars, have been discontinued, further exacerbating the challenges faced by Muslim students. Moreover, the ongoing dispute over the minority status of institutions like Aligarh Muslim University only adds to the hurdles encountered by Muslim students in accessing higher education opportunities.
Thoughts
The systemic barriers and discriminatory policies faced by Muslim students in India's higher education system are not only unjust but also perpetuate deep-rooted inequalities in our society. The government's opposition to granting minority status to institutions like Aligarh Muslim University, coupled with the discontinuation of crucial scholarship schemes, is a clear betrayal of its responsibility to ensure equal opportunities for all citizens. It is appalling that despite recommendations from the Sachar Committee and growing awareness of the need for affirmative action, the government continues to prioritize its own political agenda over the educational aspirations of marginalized communities.
This blatant disregard for the rights and dignity of Muslim students is not only morally reprehensible but also undermines the principles of democracy and social justice upon which our nation is built.
And it isn’t something new!
For too long, Muslims in India have faced marginalization and lack of representation across various domains, particularly in education. Despite comprising nearly 15% of the nation's population, their presence and participation have remained disproportionately low. Recent estimations paint a disheartening picture: approximately 3% representation in civil services, 4.5% in railways, 6% in police constabulary, just over 4% in healthcare, and 7.8% in judiciaries. The latest data indicates a troubling reversal of this trend in higher education, where there has been a gradual increase in representation. Previously, there was hope that Muslim representation would improve over time, but the recent statistics have dashed those hopes.
It is high time for the government to set aside its divisive politics and take concrete steps to address the systemic inequalities faced by Muslim students, including the establishment of more accessible educational institutions and the reinstatement of essential scholarship programs. Anything less is a betrayal of the ideals of equality and inclusivity we claim to uphold as a nation.
As calls for diversity and inclusiveness reverberate, the government must prioritize the educational needs of marginalized communities. This includes not only addressing existing disparities but also proactively ensuring equitable access to quality education for all, particularly in areas with significant Muslim populations.
------
Disclaimer:
The opinions expressed herein belong solely to "Shatakshi Ganguly, Editorial Coordinator, edInbox" and do not necessarily reflect the organisation's views. Any views or opinions expressed are personal and should not be attributed to edInbox unless explicitly stated.