Challenges and Prospects of Science Education in Bihar’s Madrasas: A Resource-Based Analysis
Abstract
The National Education Policy (NEP) 2020 emphasizes inclusive, equitable, and quality education across all educational institutions, including those serving historically marginalized groups. Madrasas, which hold cultural and educational significance in many parts of India, including Bihar, have long faced challenges in accessing adequate resources for science education. This study investigates the current state of resource availability for science teaching and learning in Madrasas within the Tirhut Division of Bihar. Employing a mixed-methods research design, the study gathers data through structured surveys, semi-structured interviews, and on-site observations across a stratified sample of Madrasas, science teachers, and students. The aim is to assess the accessibility and adequacy of science-related resources, including physical infrastructure, teaching materials, and laboratory equipment. The findings are expected to reveal critical gaps and contextual challenges that hinder effective science education in these institutions. The study contributes to the discourse on educational equity by offering context-specific insights and short-term policy recommendations aligned with NEP 2020 objectives. These insights can inform stakeholders and policymakers working toward the transformation of science education in minority institutions, particularly those serving socio-economically disadvantaged groups.
Keywords: Science education, Madrasas, resource availability, NEP 2020, Tirhut Division, educational equity
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