Overview

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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