How Communities Can Strengthen Government Urdu Schools
Zafarul Haq (Coordinator & Researcher, Markazi Taleemi Board, New Delhi, zafarmtb@gmail.com)
Every neighbourhood has a Government school. Many neighbourhoods also have a Government Urdu School. Yet for most of us, these schools remain almost invisible. We pass their gates every day without knowing the stories unfolding inside them.
For decades, Government Urdu Schools have served as the first educational doorway for generations of children, particularly those from communities where access to quality education was limited.
A school is never just a building. It is a promise made by society to its children. When a child from a socially or economically disadvantaged background enters a classroom, that moment reflects one of the most important principles of democracy: opportunity should not be determined by circumstances of birth.
Government Urdu Schools remain an important part of India’s public education system. They reflect the idea that every child should be able to begin learning in a language connected to home, culture and community while preparing for wider opportunities.
Learning in the Language of Home
The Constitution of India recognises the importance of linguistic diversity. Article 29 protects the interests of sections of citizens having a distinct language, script or culture, while Article 30 provides minorities the right to establish and administer educational institutions. Article 350A directs states to provide adequate facilities for instruction in the mother tongue at the primary stage wherever possible.
These constitutional provisions reflect a principle widely recognised in educational research: children learn best when education begins from a place of familiarity.
The National Education Policy 2020 also recognises this principle by recommending that, wherever possible, the medium of instruction should be the home language, mother tongue or local language during the foundational years. The purpose is not to limit children but to strengthen their learning foundation.
Language is the first bridge between a child and knowledge. As the Russian psychologist Lev Vygotsky observed, “The child begins to perceive the world not only through his eyes but also through his speech.” A child’s earliest words carry memories, relationships and ways of understanding the world. The Swiss psychologist Jean Piaget argued that “To understand is to invent.” When early education builds upon this foundation, children are able to engage more meaningfully with new ideas.
UNESCO observed in its landmark 1953 report, The Use of Vernacular Languages in Education, that “It is axiomatic that the best medium for teaching a child is the child’s mother tongue.”
Beyond Language, Towards Learning
India today has one of the largest school education systems in the world. According to UDISE+ data, the country has more than fourteen lakh schools, nearly twenty-five crore students and around one crore teachers. Behind these numbers are millions of children, teachers and families working towards a common aspiration—the education of the next generation.
At the same time, national assessments have shown that access to schooling must now be accompanied by a stronger focus on learning outcomes. A child attending school is an important achievement but the real success of education is reflected when a child can read with understanding, think independently and apply knowledge confidently.
This is why Foundational Literacy and Numeracy (FLN) has become one of the central priorities of school education in India. Through the NIPUN Bharat Mission, the Government of India has emphasised that every child should acquire foundational reading, writing and numeracy skills in the early years of schooling.
For Government Urdu Schools, this focus provides an important opportunity. A child who learns to read confidently in Urdu is not merely learning a language. The child is developing the ability to understand, imagine and communicate. Strong foundational literacy helps children learn additional languages and subjects with greater confidence.
Beyond the School Gate
Before discussing policies further, it is worth asking a simple question. When was the last time you visited the Government Urdu School nearest to your home? Many of us pass such schools every day without ever entering their gates. We discuss education passionately, yet we seldom know the teachers who quietly serve our own neighbourhood. Educating children is a shared responsibility between schools, families and communities.
A child’s education extends beyond textbooks. Children learn from the adults they encounter, the stories they hear and the opportunities they are exposed to. This is where ordinary citizens can make an extraordinary difference.
The Government of India has created a platform called Vidyanjali that enables citizens to contribute voluntarily to Government and Government-aided schools. A volunteer need not commit to teaching every day. Reading a story to children once a month, conducting a science activity, guiding students about careers, helping establish a reading corner or mentoring senior students can leave a lasting impact.
Vidyanjali Portal
- Visit the Ministry of Education’s Vidyanjali portal (https://vidyanjali.education.gov.in)
- Choose “Volunteer Registration.”
- Create an account using your mobile number and basic details.
- Select your State, District and nearby Government School.
- Indicate the kind of contribution you would like to make—teaching, mentoring, career guidance, library support, etc.
- The school can then connect with you for suitable activities.
You do not need extraordinary qualifications. You do not have to leave your profession. Even one hour a week can make a meaningful difference.
How You Can Support Your Nearest Urdu-Medium School
✓ Register as a Vidyanjali volunteer.
✓ Visit your neighbourhood Government Urdu School.
✓ Donate age-appropriate Urdu and bilingual children’s books.
✓ Conduct one reading session every month.
✓ Help students with spoken English or digital literacy.
✓ Conduct simple science demonstrations or activities.
✓ Help children strengthen their foundational numeracy skills.
✓ Mentor Class IX–XII students.
✓ Encourage alumni to reconnect with their school.
✓ Celebrate children’s achievements publicly.
A Small Gesture, A Lasting Difference
For thousands of children across India, the first lesson begins in a Government Urdu School. Yet these schools cannot flourish through government efforts alone. The next time you pass one, consider stepping inside. Strengthening Government Urdu Schools is not merely an investment in one language or one community. It is an investment in India’s constitutional promise that every child, regardless of language or background, deserves the opportunity to learn, grow and dream. Every school grows stronger when its community chooses to walk through its gates.
