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EXHIBITS British Library Cataloguing in Publication Data a Catalogue Record for This Book Is Available from the British Library CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN 978 1 9092851 8 7 © Copyright 2013 The World Federation of KSIMC Published by: The World Federation of Khoja Shia Ithna-Asheri Muslim Communities Registered Charity in the UK No. 282303 The World Federation is an NGO in Special Consultative Status with the Economic and Social Council (ECOSOC) of the United Nations Islamic Centre, Wood Lane, Stanmore, Middlesex, HA7 4LQ United Kingdom www.world- federation.org First Edition 2013 - 500 Copies All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher, except in the case of brief quotations quoted in articles or reviews. THE WORLD FEDERATION OF KHOJA SHIA ITHNA-ASHERI MUSLIM COMMUNITIES CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS Contents EXHIBIT - 1 Results of madaris curriculum survey ................................................................................. 5 EXHIBIT - 2 Tabulation of major existing curricula .............................................................................. 17 2A - Akhlaq ..................................................................................................................... 17 2B - Aqaid ....................................................................................................................... 43 2C - Fiqh ......................................................................................................................... 61 2D - Qur'an ..................................................................................................................... 85 2E - Tareekh .................................................................................................................... 97 EXHIBIT - 3 Papers presented at the Harben Retreat .......................................................................... 119 3A - KSI Madaris around the world: Analysing existing curricula (Aly Nasser) ................ 119 3B - Updating the conventional curriculum in Toronto (Shaykh Khalil Jaffer) ................. 125 3C - Component structure of the madrasah learning program (Dr. Bashir Datoo) ........... 129 3D - Weaving spirituality within madaris: A proposed model (Shaykh Mohammad Ali Shomali) .......................................................................... 139 3E - Crises of conscience (Maulana Syed Muhammad Rizvi) ......................................... 147 3F - Learner centred approach to Islamic education (Dr. Abdullah Sahin) ..................... 153 3G - The curriculum development experience of Ta'lim in the Isma'ili community (Dr. Shiraz Thobani) ............................................................................................... 167 3H - Practical steps for developing a curriculum (Maurice Irfan Coles)........................... 171 3I - The Ahlulbayt Islamic Mission School (AIMS) ......................................................... 177 CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS EXHIBIT-1 RESULTS OF MADARIS CURRICULUM SURVEY CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS BACKGROUND • One of the outcomes of the Dubai Madrasah retreat was for the Curriculum Work Stream. • A Curriculum Assessment Questionnaire was designed by the work stream members with feedback from retreat participants. • Following approval, the questionnaire was sent to all global madaris • Responses were submitted by 30 Madaris globally. • This report provides an analysis of the results that would provide the curriculum work stream insights into the next steps required for curriculum development. Please select the region of the world you are in 3% 4% 7% East Africa Europe 38% America 21% Canada Middle East Pakistan India 17% 10% 6 CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS 7 8 CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS Key Messages – Part A • Vast majority (74%) agree on the need for a common global curriculum with regional variation. • Majority believe that the the traditional core subjects namely Fiqh,Akhlaq & Tareekh are adequately covered in the current curriculum. • Majority believe that the current curriculum does not adequately cover Aqaed and Spirituality. • Half of the respondents believe that the current curriculum adequately addresses the needs of the 14+ BUT majority concur that the 16+ curriculum is inadequate. • Majority believe that the current texts are inadequate to meet the needs of modern times. CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS 9 10 CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS 11 12 CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS Key Messages – Part B • Aqaed, Akhlaq and Qur’anic Studies were seen to be the areas where majority believed most attention is required to be concentrated upon. • A significant number of respondents believe that whilst the current curriculum is rich content wise, it lacks qualitative aspects. •Majority believe that the current curriculum lacks concordance with modern education standards and lacks relevance with the requirements of our time. •Majority believe on the need to engage educational experts and ulama as well as other muslim organisations in the development of a global curriculum. •There was a sizable minority who believe that muslim organisations should NOT be involved in the development of a global curriculum. Key Messages – Part B cont • The following areas were seen to be seriously lacking both in content and substance : 1. Comparative Religion 2. Contemporary Threats - Sufi’ism, Akhbariat, Terrorism 3. Inter-faith challenges 4. Youth related issues - media, internet, social networking, gender interaction etc 5. Spirituality CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS 13 14 CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS Key Messages – Part C • Majority want the WF to monitor performance of Madaris after implementation of the Global Curriculum • Majority (73%) are in favour of an accreditation of our madaris by educational institutions though 17% disagree with this. •Majority believe that there should be teacher and parents guide to accompany any standard texts for students. •Majority believe that manuals should be published in multiple languages •Majority believe that there is a need for pre-requisite manuals. •Overwhelming majority believe that the current time given to Madaris education is inadequate and requires substantial increase. •Global Curriculum a must with preferred regional variation •Need to strengthen content base of Aqaed, Qur’anic Studies and Spirituality •Need to develop contemporary subject matter relevant to modern times •Material today is good BUT requires revamp to meet modern education standards – Both Qualitative & Quantitative (eg manuals for parents, teachers, students in multiple languages etc) •Need to Involve educational and religions experts in designing the curriculum content and material. •Lack of post 16+ curriculum and the need to pay attention to it. •Need of monitoring madaris performance in light of new global curriculum •Current Madaris time inadequate -need to find mechanism to increase it. CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS 15 •Global interest in madaris - HIGH •Lack of parent’s input in madaris – LOW (neutral responses) •GAP between “Ideals” and “Realities” within our Madaris •KEY GAPS : 1. Lack of Parent involvement 2. Structured Approach & Curriculum Concerns, Manuals 3. Lack of Contemporary issues within madaris 4. External Assessment & Benchmark Peformance Matrix 5. Teachers Training / Professionalism / CPD 6. Adult Education (14+,16+) Madaris Expert Opinion CONVERGE to Community Input 16 CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS TABULATION OF MAJOR EXISTING CURRICULA EXHIBIT-2A AKHLAQ CURRICULUM FRAMEWORK FOR MADRASAH EDUCATION – EXHIBITS AGE WHEN TOPIC IS TAUGHT NAIROBI NAIROBI AIMS SIM DUBAI DSM WEST END AQA 1988 1991 KARACHI STANMORE MADRESSA BRAMPTON AKHLAQ BOYS GIRLS BOYS GIRLS BOYS GIRLS BOYS GIRLS BOYS GIRLS BOYS GIRLS BOYS GIRLS GCSE AS/A2 INTRODUCTION Meaning of akhlaq 16 16 16 16 8, 13 8, 13 9, 14 9, 14 12 8, 9 16 16 16 16 9, 13 9, 13 10, 14 10, 14 10 10 16 16 Origin of the word akhlaq Why should we study akhlaq? 16 16 8, 13 8, 13 9, 14 9, 14 12 8 16 16 Necessity of possessing good akhlaq 16 16 8, 16 8, 16 7, 11 7, 11 8, 12 8, 12 12 7, 12 16 16 The Prophet was the best model of perfect 7 7, 12 akhlaq 16 16 8 8 14 10 Development of akhlaq through self control Being a good role model for others 16 16 8 8 Being a perfect Muslim 11 11 Practice what you preach 7 7 8 8 9 9 Risalat al-Huqooq 11 11 Husn al-khalq and su' al-khalq 16 16 16 16 11 11 Profile of a perfect youth 16 16 We reap what we sow 8 8 6 6 7 7 9 9 16 16 9 9 10 10 10 10 Niyyah - Having good intentions at all times 9 9 Improving our lifestyle through understanding and following the seerah of the 14 masumeen Importance of Islamic culture 11 11 12 12 15 15 Separating religion from culture, superstition 15 15 and rituals AGE WHEN TOPIC IS TAUGHT NAIROBI NAIROBI AIMS SIM DUBAI DSM WEST END AQA AKHLAQ 1988 1991 KARACHI STANMORE MADRESSA BRAMPTON BOYS GIRLS BOYS GIRLS BOYS
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