In India the National Minority Commission has identified Muslims as minorities along with Christians, Sikhs, Buddhists and Jains on the basis of religion. Out of these religious minorities Muslims are the largest ones. In spite of being the largest minority they are lagging behind in education in comparison with other religious minorities. Literacy which is a first step to education is lowest of the Muslim minority and interstate variation in their literacy rates is also very high. Also, their literacy rate in some of the states is abysmally low. In the light of these contexts, this paper presents a brief discussion of policies and programs implemented for the development of education of the Muslim minority. Thereafter, the paper tries to portray the progress of school education in terms of access, participation, retention of Muslim children in the Muslim concentrated states. The paper suggests that strategies for their educational development should be adopted according to the need of the state/district/area. Finally, the areas of intervention and challenges are discussed and appropriate measures are suggested to improve and promote the education of Muslims in India.

The paper discusses educational constitutional provisions for minorities in India, especially for Muslims. It also portrays the development and contribution of the Madrasah system, particularly in West Bengal, with special reference to efforts made by the West Bengal Board of Madrasah Education to bring Muslim children into the national system of education. Based on a survey administered in some madrasahs, the paper also highlights some aspects of their functioning as well as the problems that they are facing. The authors conclude by arguing that such an initiative could inspire other states in India aiming at providing better access to formal education among marginalized groups.Résumé Cet article présente les protections consenties par la Constitution indienne en matière d'éducation aux minorités, et particulièrement aux musulmans. Il dresse également un portrait du développement et de la contribution du système des madrasahs, notamment dans l'État du West Bengal, en accordant une attention particulière aux efforts faits par le West Bengal Board of Madrasah Education afin de favoriser l'intégration des élèves musulmans au système national d'éducation. En se basant sur une étude quantitative menée dans plus de deux cents madrasahs, l'article illustre également divers aspects de leur fonctionnement ainsi que les problèmes auxquels elles font face. En conclusion, les auteurs font valoir qu'une telle initiative pourrait inspirer d'autres États en Inde qui ont pour objectif de fournir un meilleur accès à l'éducation formelle au sein des groupes marginalisés.

The Indian Constitution adopted in 1950 enshrines equality and social justice as the fundamental principles of the Indian democratic system. The aim of the Constitution is to empower the society and ensure the dignity of the individual and equality of status among all the citizens of India. These ideas are reflected in different Articles of the Constitution. The paper discusses Constitutional provisions for empowering marginalised sections of the society. The Constitution recognises the schedule castes; schedule tribes, other backward classes, minorities, persons with disability and women as marginalised sections of people. Besides, the paper discusses national policies, commissions and committee reports and areas of intervention by the government for the upliftment of these sections of people and also the paper examines the educational scenario in the country after independence. Finally, the areas of intervention and challenges ahead are discussed.