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Current Affairs

NCPCR recommendations on minority schools

Date: 13 August 2021 Tags: Reports & Indices


A report named “Impact of Exemption under Article 15 (5) with regards to Article 21A of the Constitution of India on Education of Children in Minority Communities” has been released by NCPCR.



The Right to education clause in our constitution makes it mandatory for all schools to provide quality education to students.



  • Education institutions run by minority groups have exemptions for implementing the Right to Education policy, including the Sarva Shiksha Abhiyaan.

  • The report says that such minority institutions need to be brought under the Right to Education and Sarva Shiksha Abhiyaan.


Exemptions for minority institutions

  • Right to Education was made a fundamental right under the 86th Amendment to the Constitution in 2002.

  • Article 21A was inserted into the constitution to make Right to education a fundamental right for children aged between six and 14 years.

  • The 93rd constitutional amendment act added a clause (5) in Article 15 to make special provisions for OBC, SC, ST in all aided and unaided institutions except minority institutions.

  • The Section 12(1) (c) of Right to Education Act, 2009 made it compulsory to give 25 percent admission to children from economically weaker sections and disadvantaged groups.

  • Article 30 of constitution gives right to minorities to establish and administer educational institutions. It was meant to preserve language and culture of religious and linguistic minorities.


Provisions for Madrasas

  • Madrasas or religious schools are given exemptions from implementing RTE or Sarva Shiksha Abhiyaan through an amendment.

  • The Supreme Court also gave a decision that upheld the amendment making RTE Act inapplicable to schools with minority status.


Objective of study

The study was done to identify the impact of exemption guidelines that gave religious minority institutions mandate to ignore RTE rules.


Carrying of study

  • Phase I:  Number of institutes, type of community, enrollment, recognition status, affiliation status etc. It also involved data analysis and desk review.

  • Phase II: Understanding the concerns and taking suggestions of representatives of minority communities, parents and students studying in the minority institutions, heads of the education institutions.


Other findings

  • Students studying in these institutions were unable to enjoy entitlements of other institutions such as free uniforms, scholarships, books etc.

  • Students in Madrasas have fallen behind their contemporaries studying in other schools as important courses such as science is not taught.