Uttarakhand Chief Minister Pushkar Singh Dhami on Sunday, June 7, 2026, called for replacing what he described as centuries-old orthodox thinking in madrasas with modern, scientific and employment-oriented education, asserting that every child in society deserves quality schooling and a place in the national mainstream.

Context

Posting in Hindi on X, CM Dhami stated: 'मदरसों में 500 वर्ष पुरानी कट्टरपंथी सोच की नहीं, बल्कि आधुनिक, वैज्ञानिक और रोजगारोन्मुखी शिक्षा की आवश्यकता है' ('Madrasas need not 500-year-old orthodox thinking, but modern, scientific and employment-oriented education'). He added that the goal is for children from every section of society to receive quality, contemporary education, connect with the national mainstream, and contribute meaningfully to the country's development and national interest.

The statement comes as BJP-governed states have increasingly pushed for curriculum integration in traditional Islamic seminaries, framing the issue as one of equal educational opportunity rather than religious identity.

Policy Backdrop

The Scheme for Providing Quality Education in Madrasas (SPQEM), launched by the central government in 2004, introduced modern subjects and teacher training in registered madrasas across India. The National Education Policy (NEP) 2020 further mandated integration of contemporary curricula, scientific temper and vocational training across all forms of schooling, explicitly including minority educational institutions.

These frameworks provide the policy scaffolding for state-level drives. Uttar Pradesh and Assam have conducted madrasa surveys, reallocated grants and introduced regulatory measures since 2017, with the stated aim of reducing parallel schooling systems and bringing students into a uniform national curriculum.

Uttarakhand, governed by the BJP under CM Dhami since 2021, has similarly emphasised modernising traditional institutions as part of its broader education access agenda.

Stakeholders and Impact

The primary stakeholders are madrasa students and minority communities across Uttarakhand, for whom such policy shifts carry direct implications for curriculum, teacher qualifications and institutional funding. Proponents argue that introducing STEM subjects and vocational training expands students' employment prospects and social mobility.

Critics from minority education bodies have historically contended that modernisation drives, when linked to regulatory pressure or funding conditions, risk undermining the religious and cultural character of madrasa education protected under the Constitution. CM Dhami's post does not reference any specific legislative measure or funding reallocation, framing the statement as an expression of intent and policy direction.

What's Next

Observers will watch for follow-up notifications from the Uttarakhand government on madrasa curriculum changes, possible state-level surveys of registered madrasas, and any specific budget allocations or legislative proposals in the next state assembly session. Whether the statement translates into a formal policy order or remains a political position will determine its practical impact on the estimated madrasa student population in the state.

The broader national pattern suggests that such statements often precede regulatory action; the degree to which Uttarakhand moves from rhetoric to enforceable reform will be the key measure of this policy push's significance.