Australia: Islamic school debates uniform quandry

By Carly Hennessy, The Sunday Mail (Qld), February 26, 2011 5:00PM

Queensland, Australia - AN Islamic school planning to offer five scholarships to indigenous students is debating whether to abandon the compulsory wearing of the hijab.

All Prep to Year 12 girls at the co-educational Australian International Islamic College based at Durack wear a white headscarf, or hijab, as standard uniform.

The school's board said it has always welcomed non-Muslims, but until now there had been few takers.

It expects its first enrolments of indigenous students and Mormons from the local area who have expressed interest in enrolling, to happen in the next 12 months.

Board member Shahid Khan said it was a pressing issue.

"This is something we have to discuss yet with parents," Mr Khan said. "If you have a uniform all looking alike, then there's no difference between rich and poor."

He said he had discussed this with many students saying that beyond school, people would look different.

"When you go to uni you will not have Muslims there," he has told students.

"But the questions is how far do you go?

"We don't want to go too far and make our students look like a shopping centre where everyone looks different."

One family requested their daughter be allowed to wear the niqab (a face covering) but was denied, because it was not part of the uniform.

Principal Dr Ray Barrett said the school looked forward to welcoming other denominations, but there were issues to be ironed out.

"The thing we're discussing with teachers and the community is if (some students) are exempt will other marginal Muslims want to take the hijab off, and how does this make everyone feel," Dr Barrett said.

Source: http://www.couriermail.com.au/ipad/islamic-school-debates-uniform-quandry/story-fn6ck45n-1226012466535

Indonesia: Axing aid a 'victory for radicalism'

Peter Alford, Jakarta correspondent, The Australian, February 12, 2011 12:00AM

AUSAID'S Indonesia director Jacqui De Lacy flatly dismisses the notion that Australian aid to Indonesian Islamic schools fuels religious radicalism: "In fact, we're doing the exact opposite.

"Our program is working very hard to strengthen the hand of moderate Islam in this country, firstly by focusing aid entirely to those schools teaching moderate and inclusive Islam," Ms De Lacy said. "Secondly, we're building goodwill towards Australia and the West in literally thousands of Islamic schools and communities across the nation."

Education is the biggest single component of assistance to Indonesia, which takes the largest Australian aid share of any country. About a quarter of AusAID's Indonesian spending goes to schools and about a quarter of that to Islamic schools.

Tony Abbott wants to "suspend" the whole Indonesian education commitment, not just the Islamic schools' share, for four years to help pay for Queensland's flood damage.

The Australian foreign service is seething because the row has encouraged the mistaken belief that our aid money is paying to radicalise children.

Children like Nunung Mujawaroh -- a tiny 13-year-old who is in Year 7 at the Balaraja madrassa, a new Islamic junior high about 40km southwest of Jakarta.

Nunung does, indeed, hope to become a religious teacher when she grows up, but at a school like Balaraja's, "because I want to make other children smart".

She gets that chance only because AusAID committed 716.4 million rupiahs (about $80,500) to building the school.

Older sister Nymas Neneng Syuhada goes to the desperately overcrowded local state high, which has closed off enrolments.

Their mother, Hanof Laila, who supports the whole family cutting and selling cassava leaves for Rp7000-15,000 daily, was distraught that Nunung would have to join her in the fields. "What else do we have if our daughter cannot go to school?" she asked yesterday. "I can face God later if I have given her an education."

Ms De Lacey hears that from almost every poor family at every AusAID-funded school.

Twenty two per cent of Indonesian schoolchildren are at Islamic schools, which are generally poorer, less expensive for parents and lower in education quality.

That's why the Education Ministry asked AusAID to devote aid to raising quality in existing schools, rather than building more. If Mr Abbott's cuts were applied, most of this progress and 330,000 places would be lost. As Nunung's principal, Bay Makmun, sees it, that would be radicalism's victory.

"We have a system of education here that prepares children to face the future as good moral people and we teach Islam as the way of peace. There is no radicalism here, I will guarantee it."

Source: http://www.theaustralian.com.au/national-affairs/foreign-affairs/axing-aid-a-victory-for-radicalism/story-fn59nm2j-1226004684095

Islamic Education: Problems & Development in Philippine Secular State

By Dr. Ali B. Panda, published in Maranao.com on November 1, 2010.

I. Introduction

The Filipino citizens have to observe the Philippine laws and guidelines on education which are “secular and highly centralized in nature.” The former implies that Philippines as a state proclaims the separation of religion and the state. The latter means that educational guidelines have been organized at the national level.

The Philippine government has granted the Autonomous Region in Muslim Mindanao, (ARMM) for the Muslim Filipinos with some degree of Islamic education. The large aspects are likely to be taught in its schools and universities in the region. But, they are being taught in the Islamic educational institutions in other Muslim countries.

Muslim individuals and society should be benefited from the value of Islamic education. This has been considered among the topics of discussion by concerned ulama (learned Muslims) and Muslim professionals. Thus, educational seminars, conferences and fura and similar activities have been organized and undertaken for this purpose. It is very unfortunate that poor education and its undesirable effects continue to persist in Muslim Mindanao.

In 1991, the average literacy rate of ARMM at 74.22 and the National Capital Region at 93.5 by comparison shows how grave the problem is the two (2) systems of education operate in the area at deviating direction: the government secular-western schools and the madrasah school system..( Sovenier Book, Markazosshabab, 30th Anniversary, 2009)

Thus, this paper is designed to show the Islamic Education in the Philippines. Specifically, it briefly discusses the: meaning and nature of Islamic education, the Philippines as a secular state and the problems and development of Islamic education in the country.

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