The government’s decision to include Sanskrit in madrasa curricula sparks mixed reactions, with calls for it to remain an optional subject
Mohammad Alamullah | Clarion India
NEW DELHI – The government of Uttarakhand has announced a significant shift in the educational framework for madrasas across the state, introducing Sanskrit as part of the curriculum from the new academic session. The decision marks a change in the way religious education is structured, with the inclusion of additional languages such as Hindi, English, Arabic, Urdu, and now Sanskrit.
Uttarakhand’s madrasas, which traditionally focus on Arabic and Urdu, will now also offer Sanskrit to their students. The state government views this as an opportunity for madrasa students to broaden their linguistic skills, enabling them to gain knowledge of not only religious texts but also to engage more effectively with the cultural and historical aspects of the country’s civilisation.
However, while the government’s decision has sparked varied reactions among the Ulema (Islamic scholars) and madrasa heads in the region.
The Ulema have stated that there is no inherent harm in teaching Sanskrit in madrasas, but they have expressed reservations about making it a mandatory subject. According to prominent Islamic scholars, the introduction of Sanskrit should not be enforced upon madrasa students but should be made available as an optional subject.
Maulana Arif, the state president of Jamiat Ulema-e-Hind, emphasised, “If a madrasa decides to teach Sanskrit, and a student is interested in learning it, then there is no objection. However, it should never be imposed on students who may not be interested.”
The scholars maintain that education, in any form, is valuable. “Learning is a good thing,” said Mufti Riyasat Ali, an influential figure in the region. “Sanskrit, like any other language, can help broaden a student’s knowledge. If some madrasas wish to offer Sanskrit as a subject, they should do so, but it should be optional.”
The head of the Uttarakhand Madrasa Board, Mufti Samun Kamsi, expressed concerns that the introduction of Sanskrit may be perceived as an imposition on madrasas that follow specific religious and educational principles. “Both Arabic and Sanskrit are ancient languages, but they have different purposes,” he noted. “While Arabic is integral to Islamic education, Sanskrit is more associated with the cultural and religious heritage of Hindus. The curriculum being enforced may create confusion, especially if it is not optional.”
He further clarified that madrasas, which operate independently of government intervention, should have the flexibility to choose their subjects. “Sanskrit should be introduced as an optional subject, and not as a mandatory one,” Kamsi asserted.
The introduction of Sanskrit comes on the heels of another significant educational reform in Uttarakhand’s madrasas — the implementation of the National Council of Educational Research and Training (NCERT) curriculum in 2023. This shift has reportedly led to improved results among madrasa students, signalling that educational reform in these institutions can yield positive outcomes.
Local reports highlight that after the NCERT course was introduced last year, madrasa students performed exceptionally well in examinations, challenging the stereotype that madrasa students are less academically capable. “There is no lack of talent among madrasa students. They can excel in a diverse range of subjects if provided with the right resources and opportunities,” said a madrasa teacher.
While the decision to introduce Sanskrit in Uttarakhand’s madrasas is seen by some as a positive move towards fostering inclusivity and better educational outcomes, others worry it may be a form of cultural imposition. The debate centres around the need for balance — ensuring that the educational reforms align with the values and priorities of the madrasa community without forcing students into subjects that may not serve their individual needs or interests.
“The essence of madrasa education is to preserve and promote Islamic traditions, and introducing non-religious subjects should be a choice, not a requirement,” stated a madrasa principal who wished to remain anonymous. “There are concerns that students may be overwhelmed with the increased curriculum load, which could divert their focus from religious studies.”
As the new academic session draws nearer, the introduction of Sanskrit in Uttarakhand’s madrasas will likely continue to be a subject of debate. While many agree that students should have access to a variety of languages and knowledge, the crucial issue is ensuring that such decisions are made with the consent of the community and in a manner that respects their educational autonomy.
“The goal should be to enhance the educational experience of madrasa students, not to burden them with unnecessary requirements,” said Maulana Arif. “If Sanskrit is taught in madrasas, let it be with the students’ interest in mind, not as an imposition.”
As Uttarakhand takes steps to modernise and diversify its educational system, it is clear that careful consideration and dialogue between all stakeholders, including the Ulema, madrasa heads, and the state government, will be necessary to ensure the reforms are implemented effectively and harmoniously.
