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Title: STATUS OF EDUCATION AND EMPLOYMENT OF MUSLIMS IN INDIA
Authors: Mashkoor Ahmad and Khalid Khan
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Mashkoor Ahmad1 and Khalid Khan2 1. Assistant Professor, Department of Geography, Aligarh Muslim University, Aligarh 2. Assistant Professor, Indian Institute of Dalit Studies, New Delhi
MLA 8 Ahmad, Mashkoor, and Khalid Khan. "STATUS OF EDUCATION AND EMPLOYMENT OF MUSLIMS IN INDIA." Int. j. of Social Science and Economic Research, vol. 6, no. 7, July 2021, pp. 2600-2614, doi.org/10.46609/IJSSER.2021.v06i07.040. Accessed July 2021. APA 6 Ahmad, M., & Khan, K. (2021, July). STATUS OF EDUCATION AND EMPLOYMENT OF MUSLIMS IN INDIA. Int. j. of Social Science and Economic Research, 6(7), 2600-2614. Retrieved from doi.org/10.46609/IJSSER.2021.v06i07.040 Chicago Ahmad, Mashkoor, and Khalid Khan. "STATUS OF EDUCATION AND EMPLOYMENT OF MUSLIMS IN INDIA." Int. j. of Social Science and Economic Research 6, no. 7 (July 2021), 2600-2614. Accessed July, 2021. doi.org/10.46609/IJSSER.2021.v06i07.040.
References [1]. India Human Development Report 2011 (2011), Towards Social Inclusion, Institute of Applied Manpower Research, Planning Commission,Government of India. [2]. Panagariya, A. and More, V. (2013), Poverty by Social, Religious & Economic Groups in India and its Largest States 1993-94 to 2011-12, Working Paper No. 2013-02, Program on Indian Economic Policies, Columbia University, in the City of New York. [3]. Papola, T. S. (2012), Social Exclusion and Discrimination in the Labour Market, Working Paper 2012/04, Institute for Studies in Industrial Development (ISID), New Delhi. [4]. Planning Commission (2011), Faster, Sustainable and More Inclusive Growth: An Approach to the Twelfth Five Year Plan, Government of India. [5]. Planning Commission (2012), Report of the Expert Group to Recommend the Detailed Methodology for Identification of Families Living below Poverty Line in the Urban Areas, Perspective Planning Division, Government of India. [6]. Sachar Committee Report (2006), Social, Economic and Educational Status of the Muslim Community of India, Prime Minister’s High Level Committee, Cabinet Secretariat, Government of India. [7]. Shariff, A. S. (2013), Six Years after Sachar: Review of Socially Inclusive Policies in India Since 2006, Executive Summary of USIPI Special Report No. 1, US-India Policy Institute, Washington D. C., USA. [8]. United Nations Development Programme (2010),Marginalised Minorities in Development Programming: A UNDP Resource Guide and Toolkit, UNDP, New York, USA.
Abstract: Muslims constitute the second largest religious group and the largest religious minority of India. According to Sachar Committee Report (2006) of government of India, Muslims have been found socio-economically one of most backward communities of the country. In politics too Muslims have remained under represented at both the national and state levels. On the recommendations of Sachar Committee report the government of India has started many welfare schemes for the upliftment of Muslims and other minorities. But literature review suggests that still the socio-economic conditions of Muslims remained very unsatisfactory. For the inclusive deployment of the country it is essential that all the religious communities enjoy the equal access to different opportunities including employment, education, politics, health, housing safe drinking water and social security well. The present paper therefore examines the status of education and employment of Muslims vis-à-vis other religious groups in India. Different indicators of education and employment such as literacy rate, level of education, share in higher education, gross attendance ratio in school and higher education, dropout rates, reasons of dropout, mean years of schooling, work participation rate, share of salaried workers by type of enterprises have been analysed to see the status of Muslims compared to other religious groups in India. The study is based on secondary data obtained from National Sample Survey Organisation (NSSO) and 64thround, 2007-08 and 68th Round, 2011-12. Simple statistical and descriptive methods have been employed for analyzing the data. The results show that huge inequalities have been observed in various indicators of education like literacy rate, educational attainment, dropout rates, reasons for drop out and mean years of schooling etc. Besides, disparities are also visible across the religious communities in the work participation rate as well as in the distribution of salaried workers in private and government sectors.

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