Controversy surrounds the utilisation of Rs 4 crore UGC grant as AMU’s Urdu Academy struggles for survival
Mohammad Alamullah | Clarion India
NEW DELHI – In a development that has stirred debate and concern, the Urdu Department of Aligarh Muslim University (AMU) has occupied the Urdu Academy building constructed with a University Grants Commission (UGC) grant. The administration has yet to respond to repeated requests to address the issue, leaving the Urdu Academy in a dire state and struggling without adequate infrastructure or funding.
The roots of the controversy date back to 2006 when the UGC sanctioned Rs 4 crore to AMU, Jamia Millia Islamia in Delhi, and Maulana Azad National Urdu University in Hyderabad for the establishment of Urdu academies. AMU utilised its grant to construct a state-of-the-art building for the Urdu Academy, completed in 2012. However, in a move that defied the intended purpose, the university administration handed over the building to AMU’s Urdu Department in 2016.
The situation has left the Urdu Academy being housed in a dilapidated structure without proper resources. Dr Zubair Shadab, Deputy Director of the Urdu Academy, expressed his frustration, stating, “Letters were sent to the university administration in 2018, 2019, and 2020, demanding that the Urdu Academy building and its infrastructure be vacated. Unfortunately, there has been no positive response from the administration.”
The Urdu Academy’s original mandate was ambitious and visionary. It aimed to enhance the skills and knowledge of teachers working in Urdu-medium schools across states such as Bihar, Uttar Pradesh, Uttarakhand, West Bengal, Odisha, and Jharkhand. The academy was expected to organise seminars and training sessions to promote Urdu language education and pedagogy.
However, due to a lack of funding and infrastructure, the academy’s mission remains unfulfilled. “Only two or three seminars have been held so far, and even those were limited to university school teachers,” Dr Shadab said. “We could not invite teachers from other states due to the unavailability of resources.”
The Urdu Academy was supposed to receive a fully equipped building, library, conference hall, computer lab, and essential furniture and technology, including 15 computers, 9 air-conditioners, and multiple cupboards, tables, and chairs. Instead, all of these facilities were taken over by the Urdu Department. The academy received only four tables and eight chairs, leaving it ill-equipped to carry out its responsibilities.
“The Urdu Academy did not get any building, infrastructure, or budget. Without these basic necessities, we cannot fulfill the responsibilities assigned to us by the government. This is a gross violation of the intent behind the UGC grant,” Dr Shadab said.
Aligarh Muslim University is no stranger to controversy. The institution, a significant cultural and educational hub for Muslims in India, has faced criticism over its management and resource allocation in the past. The current issue follows closely on the heels of AMU losing its “Centre of Advanced Study” status, adding to the university’s administrative challenges.
The Urdu Department’s occupation of the academy building highlights a broader issue of neglect towards initiatives meant to promote minority languages and education. The Urdu Academy, envisioned as a beacon for Urdu teachers and students, now stands as a stark reminder of unfulfilled promises and administrative lapses.
The challenges faced by AMU’s Urdu Academy are not isolated. Urdu, as a language, has been facing a steady decline in India, with dwindling resources and institutional support. Organisations like AMU’s Urdu Academy are crucial for preserving and promoting the language, yet they remain underfunded and overlooked.
The controversy also raises questions about accountability and governance within AMU. “If the administration does not prioritise the goals set by the UGC and the government, how can we expect Urdu to flourish,” asked a senior faculty member who wished to remain anonymous.
The silence of the AMU administration has drawn criticism from both academics and the Urdu-speaking community. Many believe it is time for the university to take responsibility and rectify the situation. Activists and educators are calling for an independent inquiry into the matter to ensure that funds and facilities intended for the Urdu Academy are returned.
Dr Shadab urged the administration to act swiftly: “The Urdu Academy needs its building and infrastructure to fulfill its mandate. The longer this issue is ignored, the more we risk losing an important institution for the promotion of Urdu.”
The issue at AMU is a microcosm of the challenges faced by Urdu academies across the country. While Jamia Millia Islamia and Maulana Azad National Urdu University have managed to utilise their grants effectively, AMU’s example underscores the importance of vigilance and transparency in resource allocation.
“The Urdu language is an integral part of India’s cultural heritage,” said Prof Rehman Khan, a noted linguist. “If we fail to protect and promote it, we are doing a disservice not just to the language but to our collective history.”
For AMU’s Urdu Academy to regain its footing, immediate steps are necessary. These include:
1. Reclaiming the Building: The Urdu Academy must be granted access to its rightful premises.
2. Resource Allocation: The academy requires proper infrastructure, including furniture, computers, and funds, to carry out its activities.
3. Administrative Accountability: An independent audit should be conducted to investigate the misallocation of resources and ensure transparency in the future.
4. Reviving the Mission: The academy should be empowered to organise seminars and training sessions for Urdu teachers from multiple states, fulfilling its original mandate.
The occupation of AMU’s Urdu Academy building by the Urdu Department is a glaring example of administrative oversight and misplaced priorities. As the administration remains silent, the academy’s potential to contribute to Urdu education and culture diminishes. It is imperative for stakeholders to act now to safeguard the legacy and future of the Urdu language.
Dr Shadab’s parting words resonate with urgency: “We owe it to the language, the teachers, and the students who rely on the Urdu Academy. This is not just about a building; it is about preserving a culture and a way of life.”
