Supreme Court ruling invalidating Alim and Fazil degrees raises concern among students and institutions
Mohammad Alamullah | Clarion India
NEW DELHI – Consequent to the Supreme Court ruling declaring the Alim and Fazil degrees issued by the Uttarakhand Madrasa Board unconstitutional, thousands of students and institutions across the state have suffered a significant setback. The ruling, which affects undergraduate (UG) and postgraduate (PG) degrees conferred by the Madrasa Board, has raised concerns over the academic future of many students.
The court, while hearing a related case from Uttar Pradesh, ruled that degrees equivalent to UG and PG can only be conferred by recognised universities under the University Grants Commission (UGC) regulations. The Madrasa Board has responded by ceasing admissions for the Kamil and Fazil courses and has promised to refund the fees of students who have already enrolled.
Uttarakhand Madrasa Board President Mufti Shamoon Qasmi confirmed the board’s decision to comply with the Supreme Court’s directive. “We respect the court’s decision and will not be accepting examination forms for the Kamil and Fazil courses. The fees from students who have already registered will be refunded,” he stated.
The impact of this ruling extends to over 415 registered madrasas in Uttarakhand, where more than 46,000 students are currently enrolled. The decision has left many students uncertain about their academic credentials and future opportunities.
The Alim and Fazil degrees have historically held significant value within the madrasa education system. The Kamil degree, awarded at the Alia (Higher Secondary) level, has been considered equivalent to a graduate (UG) degree, while the Fazil degree has been treated as a postgraduate (PG) qualification.
These degrees have long been recognised for their theological and academic significance, particularly in religious studies. However, the Supreme Court’s verdict emphasises that such degrees must be issued by formally recognised universities under the UGC framework.
The ruling has sparked reactions from various community leaders and educational figures. Jamiat Ulema-e-Hind District President Maulana Abdul Mannan Qasmi proposed a solution to ensure the validity of these degrees. “Instead of closing the courses, the government should consider affiliating them with a recognised university, similar to the model followed in Bihar,” he suggested.
Mufti Shamoon Qasmi also commented on the way forward, stating, “After the ongoing election code of conduct, the Madrasa Board will convene a meeting to discuss whether to extend the deadline for examination forms or explore other options.”
The ruling poses significant challenges for students who have pursued or are currently enrolled in the Kamil and Fazil courses. Many students fear losing recognition for their qualifications, which could affect their higher education prospects and employment opportunities.
Several educational experts argue that while the Supreme Court’s decision aims to standardise degree issuance in line with UGC norms, it disproportionately affects religious institutions. “It is crucial to find a balance between regulatory compliance and the preservation of traditional educational structures,” said Prof Abdul Wahid, an education policy expert.
Leaders from the Muslim community have urged the government to explore alternative solutions that do not undermine the significance of madrasa education. Proposals include affiliating the madrasa curriculum with state universities or creating a dedicated regulatory framework for religious education.
Maulana Abdul Mannan Qasmi reiterated the need for inclusivity in policymaking. “The madrasa education system has historically contributed to the educational landscape of India. We hope the authorities will reconsider their stance and ensure that students’ futures are safeguarded.”
The Supreme Court’s ruling on the unconstitutionality of the Alim and Fazil degrees has left a profound impact on the madrasa education system in Uttarakhand. As the debate continues, stakeholders from the educational and religious sectors are calling for constructive dialogue and policy reforms to ensure both compliance with educational standards and respect for cultural diversity.
