Singapore: Quran Teachers Recognition Scheme (QTRS)

What is QTRS?
Quran Teachers Recognition Scheme (QTRS) is an effort initiated by the Asatizah Recognition Board (ARB) to recognise those who are qualified to teach Quranic lessons in Singapore. Recognition of Quran teachers will ensure that the community receives quality and correct Quranic knowledge. This recognition also hopes to encourage those who teach the Quran to continue upgrading the quality of their teaching based on their qualifications and experiences.

Quran Teachers Selection Committee
A committee called the Quran Teachers Selection Committee (QTSC) will provide overall directions, approve all nominations or applications, and oversee the professional conduct of all approved Quran teachers in the performance of their teachings to the community. The QTSC will be supported by Darul Quran Singapore (DQS), who will act as secretariat to the committee.

The QTSC is currently chaired by Ustaz Mohamed Qusairy Bin Thaha, Team Leader for Quran Education of Darul Quran Singapore, Masjid Kampung Siglap.

The QTSC will be guided by the ARB.

Why the need to categorise Quran Teachers?

• To provide the community with a listing of Quran teachers with the necessary qualifications
• To ensure the continual upgrade of the teachers’ knowledge and understanding of the Quran
• To structure the teaching of Quran to meet the needs of the community

What are the criteria for selection?

• Candidates who are interested to apply for the QTRS must meet the following primary criteria;
• Undergone training in integrated Quran teaching pedagogies.
• Possess basic understanding and application of Tajwid
• Other qualifications/ skills that are considered by the QTRS Selection Committee includes: Quran Teaching Methodologies/ Skills, Memorized the Quran

How is the Process Implemented?

• The Selection committee will look through the application forms and conduct interviews and examinations wherever necessary, and categorise them accordingly.
• The committee may recommend courses to successful and unsuccessful applicants to undergo courses offered in the Quran Teachers’ Training to upgrade their quality of Quran Teaching or to qualify for the scheme.
• Cases of appeal will finally be referred to the ARB.

What will candidates be tested on?

• All candidates shall be tested on the rules of Tajwid and the sciences of Ulum Al-Quran (basic). They will also be evaluated based on their recitation of the Quran.
• Candidates shall undergo oral, written and listening examinations.

Quran Teacher’s Training offered by Darul Quran Singapore
The Quran Teachers’ Training (QTT) is a platform for Quran teachers to upgrade their knowledge of the Quran through various courses offered by Darul Quran Singapore. This is to ensure that the Quran teachers are equipped with the various sciences of the Quran and thus value-adding their teaching.

What are the subjects covered in Quran Teachers’ Training?
The Quran Teachers Training (QTT) Subjects are divided into 2 categories: compulsory and electives.

Compulsory Subjects
1. Tajwid Al Quran
2. Talaqqi Mushafahah/ Sanad
3. Basic Ulum Al-Quran
4. Quran Transliteration
5. Pedagogy, Andragogy and Teaching Methodology
6. Islamic Teaching Psychology
7. Islamic Education Philosophy
8. Al-Quran and Contemporary Issues
9. Basic Fardu Ain

Electives
10. Tahfiz Al Quran
11. Basic Arab Language
12. Advanced Arab Language
13. Advanced Ulum Al-Quran
14. Al-Fawasil
15. Dhabtul Quran
16. Rasm Al-Quran
17. Qiraat Theory
18. Qiraat Practical
19. Tafsir
20. Tarikh Al-Qurra’
21. Tarikh Al- Mushaf
22. Basic Tarannum
23. Advance Tarannum
24. Arabic calligraphy

Upon completion of the courses, the Quran teacher with a QTRS grading is eligible to reapply for promotion to higher stage of recognition from QTSC.

Source: http://www.muis.gov.sg/cms/services/Islamic.aspx?id=12688

Indonesia: Modern Madrasahs offer kids pathway out of poverty

Singapore: Madrasah vs American School

 

Singapore's 6

Singapore's 6 accredited madaris

1) Madrasah Al-Arabiah Al-Islamiah
1 Lorong 6 Toa Payoh Singapore 319376
Tel : 6744 4749 ; Fax : 6744 5057
Website : www.mai-edu.net

2) Madrasah Al-Irsyad Al-Islamiah
Address : 277 Braddell Road, Singapore 579711
Office Tel. No. : 6478 7133
Fax No. : 6352 0393
Email : admin@irsyad.sg
Website : www.irsyad.sg

3) Madrasah Aljunied Al-Islamiah
30, Victoria Lane, Singapore 198424
Tel : 6391 5970 / 71 ; Fax : 6295 6221
Email : aljunied@aljunied.edu.sg
Website : www.aljunied.edu.sg

4) Madrasah Al-Maarif Al-Islamiah
No.3, Lorong 39, Geylang, Singapore 387865
Tel : 6747 9835 ; Fax : 6741 6640
Website : under construction

5) Madrasah Alsagoff Al-Arabiah
111 Jalan Sultan, Singapore 199006
Tel : 6294 5909 ; Fax : 6294 5976
Website : under construction

6) Madrasah Wak Tanjong Al-Islamiah
589, Sims Avenue, Singapore 387600
Tel : 6741 0131 ; Fax : 6741 0006
Website : www.mwtai.edu.sg

Bangladesh: Madrasah students take government's terminal exam

From BDNews "2.6 mn students take terminal exam"

Dhaka, Nov 23 (bdnews24.com)—Some 2.6 million students --an increase by 1,49,347 than last year's-- have sat for mathematics exams, the opening test for the primary and madrasah terminal examinations this year. 

The exams began at 11am on Wednesday at 6,168 centres across the country and seven centres in Saudi Arabia's Riyadh and Jeddah, UAE's Abu Dhabi and Ras Al Khaimah, Libya's Tripoli, Bahrain and Australia's Canberra. 

This is for the first time the results will be given following grading system instead of the traditional division system, Primary and mass education minister Mohammad Afsarul Amin told bdnews24.com. 

Roughly 2.3 million students are taking part in the primary terminal examinations, including 4,920 appearing in English version. Of them, around 1.07 million candidates are girls. 

Meanwhile, about 0.3 million students would sit for the ebtedayee terminal examinations of whom 53.25 percent are girls, the minister told a press briefing on Tuesday. 

He added that 4,003 candidates with disabilities would appear for the examinations and would be given an extra 15 minutes to complete their papers. 

The number of Talent Pool Scholarships to be given this year has been increased by two thousand to 22,000 while the number of general scholarships would be 33,000 against last year's 30,000. 

Last year, some 2.48 million students appeared for the exams of whom 92.34 percent passed the hurdles. 

The primary and ebtedayee terminal examinations were launched in 2009. The examinations this year will last till Nov 30, primary education directorate's administration director Abdul Rouf Chowdhury had told bdnews24.com earlier. 

The three-hour examinations will commence from 11am on every test date. 

Source: http://bdnews24.com/details.php?id=211963&cid=2

Singapore: MUIS to increase funding to madrasahs, financial assistance for needy

SINGAPORE: The Islamic Religious Council of Singapore (MUIS) will increase funding to full-time madrasahs and financial assistance to needy students.

Minister-in-Charge of Muslim Affairs, Dr Yaacob Ibrahim said that Singapore has to be prepared to invest more in building up its madrasahs.

In his Budget debate in Parliament, he added that MUIS has made significant strides in the madrasah education system.

This includes the new International Baccalaureate Diploma Programme (IBDP), teacher development and student enrichment programmes in the works.

Dr Yaacob said that the IBDP in particular will be a breakthrough in integrating academic and religious learning.

He added that the new multi-disciplinary and integrated Joint Madrasah System (JMS) curriculum reflects a major paradigm shift in madrasah education.

Dr Yaacob said: "Our madrasahs are not an alternative to mainstream national schools. Their key priority is to produce qualified religious teachers who are able to meet the changing expectations and needs of our community. They will produce religious leadership that will help our community develop together as good Singapore Muslims by ensuring our socio-religious compass is in the right direction. I am proud that our madrasah students have done well."

Source: http://www.channelnewsasia.com/stories/singaporelocalnews/view/1260160/1/.html

Pakistan: Education Without Religion - Real Cause of Deterioration

PKKH Exclusive | By Dr A. A. Siddiqui [1]

Another flavor of a failed leadership now comes to an end, with the Islamic Republic of Pakistan looking forward to the Elections, 2013 in a few months to come. With almost every field nearly collapsing during this disastrous regime, the education in Pakistan has suffered considerably more, not in apparent stats and figures, but in purpose and outcome.

Education can be defined as the process of learning, to improve the understanding of life to make it easier for survival. Along the years, unfortunately, the meaning of Education has drastically shifted, from the process of learning to the process of memorizing, in a way that has blocked mindsets from understanding how life changes and how it can be made better.

Being an Islamic Republic, the importance of education in Pakistan should have been as decreed by the Islamic law; that is compulsory for both men and women.

The first verses, with which Islam is revealed:

Recite in the name of your Lord who created -
Created man from a clinging substance.
Recite, and your Lord is the most Generous -
Who taught by the pen -
Taught man that which he knew not.
[Al-Qur’an Chapter 96, verses 1-5]

The very first revelations marking the issuance of this religion, mention the words; recitation, teaching, use of the pen; therefore marking the importance of learning and educating in its manifesto.

Historically, several events related to the Muslim Civilization revolve around the necessity of education, and how it has affected those in power. The ultimate fall of the Mughal Empire also speaks of the lack of religious education causing deterioration in public and strategic matter and eventually laying the grounds for opportunists to win over their kings.

Pakistan’s foundation laid for the sake of a separate nation for Muslims was a breakthrough from the era of the British rule over the Subcontinent. Islam was the motive as well as the requirement, for the Muslims of that time to demand a separate homeland, where they could practice freely and their kids would go to schools that teach the Qur’an and not Catholicism.

The ideology was held on to when Pakistan was founded, and the first constitution was laid. In December 1947, the primary outline of education was presented. Nationalism was emphasized upon in comparison to ethnicity, and a syllabus that supported Islamic values was proposed. Hence, Arabic was the second language being taught since secondary school, for better understanding of the Qur’an and Hadith. To preserve Islamic literature, even Persian was available to be taught in higher classes. As an option of other languages, provincial languages were not given a name, to avoid ethnic diversity between the masses.

This outclass structure of education was not only simple, but also fore-sought the development of Pakistan as a strong Muslim nation; one that was lacking; a nation, the absence of which was much felt in the two world wars that brought the Muslim nations to a collapse.

But there were certain entities sulking in animosity, sensing the pace at which Pakistan was rising, causing this country to face war in less than two decades of its foundation.

When the first war struck, the bonds of language and belief had held the people together, and no blow was strong enough to break this nation. Slapped in the face with failure, this strong shield of union did not go unnoticed by the adversary.

Hence, the next blow came, not upon the defense system, but on the unity of the people. What followed was the sudden change of events; the first strike coming from the East, demanding a change in the language policy. This debate rapidly gained heat, and within a few years, a tragedy struck the nation, where Pakistan witnessed the loss of a major portion; in the name of ethnicity.

This dark era in the fate of Pakistan did not last long, however the blow to education was not repaired. In 1972, Z. A. Bhutto called for the Nationalization of all institutions. However, his stance proved to be an error; lack of supervision led to disorganization and mayhem within the education sector, causing adverse effects that were not anticipated. Granting the students the rights to mingle in politics gave them a gateway to divide themselves into several groups and to put forth immature demands. This led the academic sector to collapse completely.

Hence, the purpose of getting education for the sake of the benefit of the nation was transformed into the sake of self-benefit, bringing rise to ethnic division as well as sectarian differences. Arabic lost its value and Sindhi was introduced in secondary schools; bringing the process of understanding the Qur’an to a halt.

In his book, Denizens of Alien Worlds: A Study of Education, Inequality and Polarization in Pakistan, Dr. Tariq Rahman criticizes the initial selection of nationalism over ethnicity, also claiming that the process of “Islamizing Education” endorsed intolerance and militancy among the generation. Ironically, he forgets that in the post war scenario, none of these two policies were maintained, that led to insignificant discrepancies surfacing among the masses, causing the unwanted apprehension between provinces that we face today.

Removing Arabic grammar from secondary schools was a blunder; the outcome of which we witness at present in the forms of several religious groups, too inclined within their own selves to worry about the deteriorating condition of Islam day by day. The rise of religious intolerance has since then been falsely imposed upon religion itself, instead of fixing the lack of religious education, which is the absolute solution.

The pre-Islamic period is a stark example of ignorance; where even learned, wealthy Arabs were drowned in the lowest forms of inhumanity. Girls were buried alive, or sold away as slaves. Women had no right to divorce, whereas men could marry whoever they wanted to. Corruption was at the rise and there was absolutely no concept of honesty. Through this era, Islam brought rights to women and slaves, and issued strict litigations for the violators. Education was made compulsory, regardless of gender, for the benefit of the society and the Ummah as a whole.

It is tragic to witness Islam being dragged about mercilessly by ignorant antagonists, backed by the actions of equally ignorant extremists. The frustrating part being the fact that there has been a thorough decline in religious education since the past two decades, which has not helped in this fight against terrorism but has, in fact, only made it worse. Anarchy is on the loose today, as the masses continue to witness catastrophes one after another, unable to search a way out. How is a way out even possible, when the very little bit of Islamic teachings left in primary school syllabi are criticized in the name of “minority rights”?

Topped with the sour garnish of biased stories by the mainstream media that continues to feed this fallacious picture of Islam to the common people, the ultimate dish isn’t even presentable enough to be accepted. Blinded by the smell of money, the media has lost the purpose of spreading accurate information, and is too occupied with the task of spreading hate and a pathetic display of lies about a religion so pure.

Today, the lost ideology calls out once again, in desperation. There is a dire need for revising the educational policies and reviving the lost teachings of Islam from educational institutions. This is where conscience and perception breeds, and the youth of today do not need to fall in slumber reading Shakespeare’s sonnets, instead they need to wake up and witness the world through the eyes of Shah Waliullah.

[1] Dr. A. A. Siddique, pharmacist/ freelance writer; interests: religion/human psychology; blogs at http://wwe.deadpoetsanctuary.wordpress.com/

Source: http://www.pakistankakhudahafiz.com/2013/03/17/opinion-education-without-religionreal-cause-of-deterioration/#.UUaBFheG1sE

What is Madrasah Education?

By Natalie Chardonnet, Demand Media [1]

Lessons taught in madrasahs often come from the Quran.
The Arabic word "madrasah" translates to mean school. In the Islamic religion, madrasahs are important centers for learning not only about Islam, but about secular subjects as well. The history of madrasahs is extensive, and madrasahs are utilized as centers of learning throughout the world.

HISTORY
One of the oldest madrasahs in the world was built in Baghdad in the 1200s. After its construction, word spread throughout the Islamic world about the success of the madrasah for education, and madrasahs quickly became a common place for religious study. Students of madrasahs were given a free education, meals and a place to live with the idea that once their learning was complete, they would become religious scholars. The popularity of madrasahs waned during Western colonialism, when secular subjects were preferred; however, in the 1970s madrasahs were reimplemented in Islamic societies. Today, madrasahs are found in primarily Islamic cultures as well as Western countries.

CURRICULUM
As a center for learning and higher education, the madrasah originally focused on learning about Islam, memorizing Islamic texts and preparation for a life devoted to religious scholarship. Today, madrasahs balance religious education with the study of secular subjects. However, the curriculum in madrasahs depends on the location of the school. For example, madrasahs in Western countries are more likely to promote math and other subjects than their non-Western counterparts.

LOCATION
Madrasahs are located throughout the world in cities large and small. In Western countries, madrasahs serve as a place for Muslims to come together and bond. In non-Western countries, madrasahs are the cornerstone for education, and aid impoverished families seeking an education, food and housing for their children.

DEBATE
Since the 2001 terrorist attacks on the United States, madrasahs have been said to breed terrorists. Critics of the madrasah education system claim that students are indoctrinated with extremist views and are therefore trained from an early age to become terrorists. Proponents for madrasahs argue that the connection between terrorism and madrasahs is slight at best, and studying the educations of terrorist suspects will prove as much. The debate affects madrasahs in Islamic and Western cultures alike.

REFERENCES
Congressional Research Service: Islamic Religious Schools, Madrasas: Background
Harvard International Review: Madrasah Education

RESOURCES
BBC: Islam
Fordham University: Internet Islamic History Sourcebook

[1] ABOUT THE AUTHOR
Natalie Chardonnet began writing in 2006, specializing in art, history, museums and travel. In 2010, she presented a paper on those subjects at the National Conference of Undergraduate Research. Chardonnet has a Bachelor of Arts in art history and a minor in Italian studies from Truman State University, in addition to a certificate in French from Ifalpes University in Chambery, France.

Source: http://people.opposingviews.com/madrasah-islam-5055.html

Teaching With Soul: Spiritual Development in Islamic Schools

Convocation 2014 – Teaching With Soul: Spiritual Development in Islamic Schools

ORIGINALLY HELD ON SATURDAY, FEBRUARY 22, 2014, PRESENTED BY ISLAMIC TEACHER EDUCATION PROGRAM

To view the Webinar - follow this link - http://islamicteachereducation.com/webinars/leading-islamic-schools-effectively-building-on-best-practices-in-principals-work/convocation-2014-teaching-with-soul-spiritual-development-in-islamic-schools/

Oman: New Islamic schools to be opened ...

From "Salalah and Ibri to get Islamic education schools" written by a staff reporter of the Oman Tribune.

MUSCAT The Sultan Qaboos Centre for Islamic Culture will open two new schools for Islamic education this year, said HE Habib Bin Mohammed Al Riyami, Secretary- General of Sultan Qaboos Centre for Islamic Culture, on Monday.

Talking to Oman Tribune on the sidelines of the second educational forum for teaching staff and associated jobs, Yahmadi said that these two new schools would be opened in Salalah and Ibri to impart Islamic education. He said that there are already four schools being run by the centre in various parts of the Sultanate.

The three-day forum organised by the Sultan Qaboos Centre for Islamic Culture is being held at the Islamic Sciences Institute from Monday. It is being held under the theme ‘Together for the development of educational performance,’ under the auspices of Habib Al Riyami. Around 130 teachers and management staff of these institutions from across the Sultanate are participating in the forum.

Speaking at the inaugural session of the forum, Dr Badr Bin Hamad Al Yahmadi, Director of the Education Affairs and Training Department of Sultan Qaboos Centre for Islamic Culture, said the second forum was a good opportunity to promote members of the teaching staff and its associated jobs at the Islamic Science institutes and Holy Quran schools affiliated to the centre.

The forum will provide an opportunity for them to share views and experiences on how to promote educational process. He said the first forum was successful in achieving its objectives.

Later, meritorious students of the general diploma and Islamic sciences from different institutions of the centre were facilitated.

Link: http://www.omantribune.com/index.php?page=news&id=100053&heading=Oman

UAE: Efforts to boost Islamic education as enrolment slips

By Afshan Ahmed, The National, Dec 6, 2011 

The only Islamic institute in Abu Dhabi emirate is working to revise its curriculum and obtain international accreditation in order to encourage more Emiratis to pursue religious education.

The Islamic Institute follows the Ministry of Education curriculum with advanced Islamic courses in the higher grades. But it is struggling to attract pupils because its syllabus is outdated, educators say.

"All the Islamic books have been written in the '80s and the material used to teach children has not progressed," said Dr Karima Matar Al Mazroui, head of Arabic-taught curricula at the Abu Dhabi Education Council (Adec).

"Also, even though pupils do advanced courses, they do not get recognised, so that is something we are working to change."

She said the institute is looking at other well-established Islamic institutes in the Arab world and beyond to determine what accreditation would be most suitable.

The authority organised a two-day workshop, ending today, with Islamic scholars from Egypt, Malaysia, Saudi Arabia and the US to look at ways of updating the subject.

Sheikh Zayed, the founder of the UAE, set up the Islamic Institute in Al Ain in 1967 to promote Islamic culture and values among youth. It currently has 241 pupils - Emiratis and other Arabs.

Pupils take standard classes until grade five, after which they take four or five advanced courses in religion as well. In grade 12, they revert to the ministry curriculum.

Adec hopes to have a system in place by next year that takes a consistent approach through all years of schooling.

"We need to enhance the institute to get more students and give it its prestige back," said Dr Mugheer Khamis Al Khaili, the director general of Adec. "We have to produce pupils with the right calibre who are open-minded, flexible and respect others."

The institute was important, he said, in guiding pupils towards the right religious sentiments. "We need to introduce them to the right Islamic values so that can be clear from the different movements that are not linked to our religion."

Dr Yousef Al Balooshi, the head of the institute, stressed the need for more modern teaching methods. "We need to change the way we teach Islam and give them the latest technology."

aahmed@thenational.ae

Source:

• http://www.thenational.ae/news/uae-news/education/efforts-to-boost-islamic-education-as-enrolment-slips
• @ For more on UAE education, visit thenational.ae/topics

Russia: Education As Main Means To Fight Islamic Extremism

From "Education As Main Means To Fight Islamic Extremism" 
By Svetlana Andreyeva, for VOR, November 20, 2011.

Speaking to Muslim clerics in the Russian Urals city of Ufa on Saturday, President Dmitry Medvedev admonished attempts to spread racial hatred in Russia ahead of the important political events there. All such attempts should be severely punished, Medvedev warned, citing the country’s legislation that he said should be used with respect to all Russian regions, including the Caucasus and the Far East.

A multi-national and multi-confessional country, Russia brings together Christian, Muslim, Jewish and other communities which are now in the process of cultivating relations. The Russian experience of such multiculturalism may be of use to EU countries, where interethnic tensions are not uncommon. In modern-day world, the main focus, however, should be placed on efforts to tackle extremism and radical Muslim movements, Dmitry Medvedev said:

“Ideologically, traditional Islam-leaning clerics are able to combat radicalism and extremism,” Medvedev says. “Actually, being in the dark on the ABC of religious culture makes a young man vulnerable to extremist trends. Religious illiteracy is fraught with serious repercussions in a person’s mind and actions,” Medvedev warns.

Offering full-fledged religious education may well help resolve the problem. The Russian government will allocate nearly one billion rubles, or more than 300 million dollars, for the training of Islamic history and culture specialists over the next three years. Russia has already adopted state standards for education in the field of “Islamic theology”. This has allowed leading universities to open departments for training Islamic clerics. One of such department was recently opened in Ufa, known as one of Russia’s Muslim centers.

During the Saturday gathering, President Medvedev separately touched upon the latest developments in Egypt, Syria and Libya:

“People’s push for democracy is only natural,” Medvedev says, referring to the ouster of what he called “old and rotten regimes”. “But the question is what has been obtained as a result. On the one hand, the regime change may lead to the development which is good, of course. But on the other, it may result in civil war which is absolutely inadmissible,” Medvedev warns.

The Russian president expressed hope that civil peace and religious and inter-confessional accord will eventually be in place in these three countries – something that Medvedev said would take a lot of time. In this connection, he called for more efforts to maintain peace in Russia.

Source: http://www.eurasiareview.com/20112011-education-as-main-means-to-fight-islamic-extremism-oped/

Pakistan: Madaris preaching peace, says US Ambassador

From "Madaris preaching peace in Pakistan, says Munter" The Nation, November 18, 2011

FAISALABAD - US Ambassador to Pakistan Cameron Munter on Thursday said that Pakistani madrasas are preaching peace, adding that he could do nothing regarding drone attacks and that only the US government could stop them. 

“The issues between Pakistan and America are combined. Both the countries should make collective efforts to solve them, respect each other and fulfil our respective responsibilities,” Munter said while addressing an interfaith seminar held in Jamia Salafia in Faisalabad. He added, “The new generation must observe tolerance as Pakistanis want peace.”

Stressing collecting efforts for rooting out the elements behind sectarianism, the ambassador said that the interfaith seminar was a beginning. Munter, who was accompanied by his wife Dr Marilyn Wyatt and US Consul General Nina Fite, also expressed the hope that the bilateral issues would resolve soon. He was of the view that the best way to solve bilateral issues is negotiations and both the nations should try to understand bilateral viewpoints by trusting each other. He termed the Jamia Salfia a model for other religious seminaries. 

Thanking Jamia Principal Muhammad Yaseen Zafar and President Bashir Ahmad and Qazi Abdul Qadeer, he termed the seminar exemplary and praised the Jamia’s curriculum and system. 

On the occasion, Maulana Masood Alam said that Islam is the religion of peace while Maulana Zahid Qasmi said that madrasas are forts of peace and are imparting education and nothing else. Also a Hindu leader praised the seminar. 

According to a statement issued by the US Embassy, Munter applauded the participants for their efforts to make Pakistan a safer place for worshippers of all faiths, and by doing so building a stronger, more secure and prosperous Pakistan. 

He reiterated US support for religious freedom and the protection of religious minorities. He noted that Quaid-i-Azam Muhammed Ali Jinnah himself recognised the importance of freedom of worship for Pakistan’s growth and development.

Later, the delegation visited Ghosia Shrine. The seminar was attended by Bishop of the Church of Pakistan Samuel Azariah, Abdul Qadir Khomash from the Muslim-Christian Federation, All Pakistan Hindu Rights Movement leader Haroon Saryab-Dial, and Gauranat Narmak Gi Sikh Mission Chairman Dr Mampar Singh among others.

Nigeria: Almajiri Schools to receive school building support

From "FG to Disburse Funds for Construction of Almajiri Schools" by Favour Nnabugwu, 10 November 2011

__________________________________

The Federal Government will this week mobilise contractors for the immediate commencement of almajiri schools across states of the North and selected states of the South.

Minister of State for Education, Barrister Ezenwo Nyesom Wike in Yola recently after inspecting Girl Child Schools under construction by Universal Basic Education Commission, UBEC, in Adamawa State, said that funds for the construction of the Almajiri schools would be released to contractors this week.

Wike noted that President Goodluck Jonathan is committed to enhancing access to quality education amongst less privileged Nigerians.

For years now, the menace of idle children and youths roaming the streets begging all in the name of acquiring education has been a source of concern for policy makers in Nigeria.

Recent studies conducted by the Ministerial Committee on Madrasah Education puts the population of Almajari at about 10 million.

It therefore becomes obvious that for Nigeria to achieve the Millennium Development Goals (MDGs) and Education for All (EPA) goals, there is the need for an accelerated intervention by the Universal Basic Education Commission (UBEC).

The Integrated Almajari Education is essentially designed by the Federal Government under President Goodluck Jonathan to integrate the Islamic School system to provide quality education for these target population.

In order to achieve this, the Jonathan Goodluck administration put in place a policy framework which focuses on two critical levels.

The first is engagement with the rationalisation of the existing traditional system of Islamic education with a view to addressing existing problems and challenges, consolidating achievements and expanding opportunities for the growth and development of the system.

The commitment demonstrated by government in setting up an Implementation Committee on Almajari education is highly appreciated.

At various levels, stakeholders especially governments of the affected Northern States have devised various ways to deal with the social pandemic with little or no success inspite of their policy intervention.

The Minister said that the foundation laying ceremony for the construction of the Almajiri schools will be performed by President Jonathan in Sokoto in the coming weeks.

He said: "The funds for the construction of the Almajiri schools are available and the Federal Government is committed to completing these schools on schedule".

He commended UBEC for the progress made in the construction of Girl Child Education schools across Northern Nigeria.

At the Federal Government Girls College, Yola, the Minister expressed dissatisfaction with the environment of the school.

Source: http://allafrica.com/stories/201111101107.html

Australia: Malek Fahd Islamic School 'fees' funding Australian Federation of Islamic Councils

By Leo Shanahan, The Australian August 22, 2011 12:00 AM

THE nation's peak Muslim body is extracting millions of dollars in rent and fees from a successful Islamic school in Sydney that draws most of its funding from taxpayers.

Documents reveal the Malek Fahd Islamic School paid the Australian Federation of Islamic Councils $5.2 million last year alone, an amount equal to one-third of the school's educational funding from the federal and state governments.

An investigation by The Australian has uncovered millions of dollars in funds charged to the school, including unexplained "management fees".

The school has also been charged $2.59m in back rent after AFIC retrospectively altered a lease agreement in 2009.

Last year, it paid $3.15m in "management fees" to AFIC, which included $2.2m in "management fees back charge".

AFIC, also known as Muslims Australia, has not explained how the fees are being spent by the organisation, despite detailed questions from The Australian.

Malek Fahd, in Greenacre in Sydney's west, received $15.7m in educational funding from the commonwealth and NSW governments last year, accounting for 74 per cent of its overall income.

According to the school's financial statement, it received a total of $19.6m in government funding last year, with the figure boosted by cash from the federal government's Building the Education Revolution program.

The school of about 2000 students is widely considered a success story for Islamic education in Australia, rating 15th in NSW HSC system ratings last year and in the top 10 in 2007.

The school is listed as independent and is a separate legal entity from its landowner and founder AFIC. Government funds are given directly to the school, not to AFIC.

Both are not-for-profit organisations, with the school entitled to a range of tax concessions as a charitable institution.

In 2008, a lease was signed between the school and AFIC that set annual rent for the Greenacre property at $1.3m, but documents reveal that in 2009 the lease was changed to increase the rent to $1.5m a year. The agreement was backdated to January 2004, resulting in a one-off payment of $2.59m going to AFIC.

According to the school's last financial report, another deal saw the school hand over a lump sum of $2.2m in backdated management fees to AFIC, with another $959,800 handed over for management costs in that year.

Neither the school nor AFIC can explain what the management fees are charged for.

AFIC president Ikebal Patel, who has held the role since 2007, is also the chairman of directors of the school. He was briefly removed from the position of AFIC president by the AFIC congress in 2008, but was reinstated after a complex federal court challenge to the legitimacy of the vote.

When asked by The Australian how he explained the fees being charged to the school and where and how AFIC was spending the funds, Mr Patel said: "The financial statement is out there. If you want to discuss anything else I'm happy, but I'm not going to discuss any of this."

Mr Patel has not replied to questions in writing about how the large fees were justified or where the money was being spent.

Mr Patel would also not answer questions as to how much he or other members of the AFIC executive were personally drawing in income or any other payment from AFIC funds.

Intaj Ali, the school's principal, told The Australian that "all questions about the school's finances should be directed to the school's director, Ikebal Patel".

However, it is understood that Dr Ali - a respected educator who has been principal since the school's inception in 1990 - is privately furious over the manner in which AFIC has been using the school's funds.

Senior figures at the school and in the Islamic community are angry the school is being denied its funds to reinvest into the school, which has large classes and generally caters to students of non-English speaking backgrounds and of lower socioeconomic groups. The school receives proportionately larger government funding for this reason.

The Greenacre school site was purchased by AFIC in 1989 for about $2.2m with funds from the Saudi royal family. The school, which charges fees of about $1200 a year, has been responsible for funding the construction of its own buildings.

Along with Mr Patel as chairman of directors of the Malek Fahd, the school's board also has several other AFIC executives. These include AFIC vice-president Hafez Kassem, treasurer Mohamed Masood and assistant AFIC treasurer Ashraf Usman Ali.

Neither the commonwealth nor the NSW education department has provided comment on the matter, but The Australian understands the school's funding issue has been brought to the attention of NSW Premier Barry O'Farrell's office.

Source: http://www.theaustralian.com.au/national-affairs/malek-fahd-islamic-school-fees-funding-australian-federation-of-islamic-councils/story-fn59niix-1226119264022

Tajikistan: Madrasah closed in northern region

August 08, 2011, KHUJAND, Tajikistan -- Tajik authorities have suspended teaching at four higher education Islamic schools in the northern part of the country, RFE/RL's Tajik Service reports.

On August 8, an official from the Directorate of Religious Affairs in Sughd Province told RFE/RL on condition of anonymity that the management at the madrasahs failed to reregister their schools as required by a new law on religion.

He added that the teachers at the madrasahs in the Asht, Jabbor Rasulov, Maschoh, and Maschohi Kuhi districts do not provide the requisite religious education and the madrasah buildings also do not conform to state standards.

Students at the four schools were admitted after studying for nine or 11 years at state schools. After a three-year course of study they obtain a bachelor's degree in Islamic theology.

Sadullo Mirahmadov, the chairman of the Asht madrasah, said on August 8 that he was ordered to close the school because the building is too old.

He said he hopes to find new premises soon so his 75 students can continue their studies.

Some experts, however, said closing madrasahs is a further step in the government's policy to curtail religious activities.

They recall that last year authorities brought home hundreds of Tajik students studying at Islamic universities and madrasahs in various countries.

In addition, the law on parental responsibilities signed last week by President Emomali Rahmon bans most people under the age of 18 from praying in mosques.

Muhammadrahim Abdumannonov, a Khujand-based expert on Tajik social issues, said he does not think that policy will yield positive results because Islam teaches young people ethical and moral norms.

He said if young people do not receive such a basic education in morality, they may end up joining extremist or terrorist groups.

Authorities in Sughd Province closed down three illegal madrasahs earlier this year and launched an administrative investigation into personnel at the schools.

Source: http://www.rferl.org/content/madrasahs_closed_in_northern_tajikistan/24290795.html