Year: 2025
Type: article
Abstract: India’s Scheme for Providing Education to Madrasas/Minorities (SPEMM), launched in 2009, represents a pivotal effort to harmonize traditional Islamic pedagogy with modern educational frameworks, addressing systemic disparities in access to secular education among religious minorities. This paper critically examines SPEMM’s design, implementation, and socio-cultural impact, interrogating its efficacy in bridging the gap between theological instruction and contemporary skill development. Drawing on policy documents, empirical data, and stakeholder interviews, the study reveals that while SPEMM has facilitated curriculum modernization in registered madrasas—introducing subjects like science, mathematics, and English—its outcomes remain uneven due to structural and ideological challenges. The analysis highlights persistent gaps in infrastructure, teacher training, and resource allocation, compounded by skepticism among madrasa administrators and minority communities wary of state intervention in religious education. Furthermore, the scheme’s voluntary participation model and bureaucratic complexities have limited its reach, with a significant proportion of madrasas remaining unregistered or inadequately integrated into the formal education system. The paper also explores socio-political tensions arising from the perceived dichotomy between cultural preservation and assimilation, underscoring how SPEMM navigates India’s pluralistic ethos. Findings suggest that while SPEMM has made strides in enhancing educational equity, its success hinges on reconciling stakeholder trust with systemic reforms. The study advocates for decentralized implementation, community-led oversight, and greater synergy between theological and secular educational goals. By situating SPEMM within broader debates on inclusive development, this research contributes to global discourse on education policy in multicultural societies, offering insights into balancing tradition with modernity in pursuit of equitable empowerment.
Authors: Masroor Akhtar, Dr. Smita Singh
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4410746017