Lucknow, A recent ruling by the Allahabad High Court, which declared the Uttar Pradesh Board of Madrasa Education Act 2004 unconstitutional, has left the future of thousands of Muslim teachers and students in uncertainty. With the dissolution of the Act that governs madrasas, the status of these educational institutions, which combine religious and modern studies, is now in question.

According to Kashmir Media Service, the state of Uttar Pradesh, under BJP governance, is home to 16,513 recognized madrasas, catering to over 25 lakh students. The high court’s decision effectively invalidates the recognition of these institutions, posing a dire threat to their continued operation. Aijaz Ahmed, President of the Islamic Madrasa Modernisation Teachers Association of India, expressed confusion over the court’s silence regarding the future of the recognized madrasas and their staff.

The court’s judgment highlighted a disparity in education quality, stating that the Madrasa Board’s denial of modern educational standards to students is a violation of Article 21A and Article 21 of the Indian Constitution. The court’s order suggests the integration of madrasa students into government schools without addressing the fate of existing madrasa infrastructure and personnel.

The verdict has triggered widespread alarm among madrasa educators and students, now facing an uncertain future. Aijaz Ahmed argues that modern education is already a component of madrasa teaching, and the judgment leaves the community questioning what further steps the government expects.

Additionally, Asaduddin Owaisi, AIMIM chief and Member of Parliament, criticized the ruling, citing the constitutional rights of minorities in India under Articles 29 and 30 to manage their educational institutions. He defended the role of madrasas in teaching foundational life values and the pursuit of justice, emphasizing their importance to the Muslim community.

The aftermath of the ruling points to a complex debate over the role of religious education in India’s secular framework and the rights of minority communities to administer their educational programs.