Sheikh Sameer
In a world increasingly defined by challenges, the significance of education remains as vital as ever. It is the cornerstone upon which individuals build their futures and societies promote progress. Yet, despite its crucial role, education remains inaccessible to many, particularly those from disadvantaged backgrounds. To address this gap, I propose the creation of a Charity Fund for Boosting Education—an initiative that connects our moral duty with the educational needs of underprivileged students.
Education is not solely about the transmission of knowledge; it is about cultivating values and virtues that shape better citizens. One such virtue is charity, a central tenet of almost every religious and cultural tradition. Charity, along with love, has long been regarded as an essential human virtue and a foundation for spiritual growth. It is high time that this principle be woven into the fabric of our educational system—not just through theoretical lessons, but through the very activities that mold the character of our students.
At the heart of this vision lies the belief that charity can be a critical component of education. If we begin to view education not merely as the acquisition of skills and knowledge, but as the cultivation of empathy, cooperation, and social responsibility, then charity naturally becomes an essential aspect of the process. In this context, charity transcends mere philanthropy; it becomes an integral part of a broader educational vision aimed at fostering interdependence and empathy across communities.
The core idea behind this initiative is the establishment of a Year of Charity and Value Education, in which educators and staff are encouraged to contribute to the cause of education—particularly for those in need. Zakat and other forms of charity are foundational elements of our culture, and their impact can be greatly amplified when directed toward education. By channeling charitable giving into scholarships, school supplies, and educational resources for disadvantaged children, we can break down the financial barriers that prevent many from accessing quality education.
This initiative also focuses on building the necessary infrastructure to support an inclusive education system. By constructing well-equipped libraries, state-of-the-art classrooms, and providing access to technological tools, we can create an environment conducive to collaborative learning. Engaging students in group learning—supported by both human and technological resources—can revolutionize the educational system, especially in Jammu and Kashmir, where infrastructural challenges have traditionally hindered progress.
One example of such an initiative is the Islamic University of Science and Technology (IUST)’s ongoing efforts to involve the community and faculty in supporting students from Socially and Economically Disadvantaged Groups (SEDGs). By establishing a culture of shared responsibility, IUST has already begun funding students from underprivileged backgrounds, helping to bring them into the domain of quality education. This approach ensures that even students from the most marginalized communities can access the resources they need to thrive academically.
The core idea behind this initiative is simple yet powerful: a system in which teachers and faculty members contribute a portion of their zakat or other charitable funds toward educational causes. These contributions would be managed through a Charity Fund for Education, supported by religious scholars and allocated for scholarships, books, and other educational necessities. A key feature of this system is that contributing teachers would have a say in how the funds are spent, ensuring that resources are directed to the most deserving students.
This initiative would also serve as an opportunity to teach students and the broader community the value of charity. It becomes a living example of how individuals can directly influence positive change within their communities, fostering a culture of giving and collective responsibility. Furthermore, by empowering teachers to recommend students who should benefit from this fund, we foster a sense of ownership and engagement in the educational process.
The proposed structure would ensure both flexibility and accountability. Funds could be managed centrally by the Directorate of Education, but schools would have the autonomy to allocate resources based on their specific needs. To further encourage contributions, the Directorate could pursue income tax exemptions for donations made to the fund, creating a mutually beneficial system for both donors and recipients.
The potential for this initiative is tremendous. With 100,000 teachers contributing modest amounts—whether ₹10 from lower-grade teachers or ₹50 from principals and lecturers—the fund could generate millions of rupees each month. Even if only 10% of teachers contribute 50% of their zakat, the fund could amass tens of crores annually. These funds could support small, impactful projects within schools, ranging from scholarships for talented students to the procurement of books and resources that help foster local talent.
It is important to recognize that even a small contribution can make a significant impact. A modest sum could cover a student’s fee, purchase textbooks, or provide other essential educational materials. Many bright students are left behind simply due to a lack of resources to pursue their dreams. By investing in these students, we are not only helping them succeed but also investing in the future of our society.
While this is merely a concept at present, it holds the potential to transform the educational landscape. The true impact of this initiative will depend on its implementation and acceptance by those in positions of power. With the collective efforts of teachers, administrators, and the broader community, we can bring this vision to life—demonstrating that education, charity, and community can work together to create a more equitable and compassionate society.
This proposal is a call to action—a challenge to reimagine the role of charity in education, empower future generations with the resources they need, and build a stronger, more collaborative educational system for the region. The time to act is now.
The writer Sheikh Sameer is a Sociologist and works with Department of School Education, Jammu and Kashmir
