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Registered Charity in UK No. 282303

THE MADRASAH CURRICULUM QUESTIONNAIRE ASSESSMENT ANALYSIS -RESULTS. February 2012 / Rabiul Awwal 1433. Registered Charity in UK No. 282303. The World Federation is an NGO in Special Consultative Status with the Economic and Social Council (ECOSOC) of the United Nations.

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Registered Charity in UK No. 282303

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  1. THE MADRASAH CURRICULUM QUESTIONNAIRE ASSESSMENT ANALYSIS -RESULTS February 2012 / RabiulAwwal 1433 Registered Charity in UK No. 282303 • The World Federation is an NGO in Special Consultative Status with the Economic and Social Council (ECOSOC) of the United Nations www.world-federation.org islamiceducation@world-federation.org mce@world-federation.org

  2. THE WORLD FEDERATION OF KSIM COMMUNITIES The main aim of the World Federation is contained in the Vision and Mission Statements recapitulated as follows: Vision Statement “The World Federation exists to achieve the pleasure of Allah SWT by developing spiritual and vibrant communities serving humanity.” Mission Statement “The World Federation enables its member institutions to promote the value and practices of Islamic Shia IthnaAsheri Faith for the spiritual and material well being of humanity at large.”

  3. THE MADRASAH CENTRE OF EXCELLENCE The main aim of the Madrasah Centre of Excellence is to attain harmony amongst the Madaris and realise the Vision and Mission for our children as below. Vision Statement Nurturing Piety Mission Statement Enabling a learning environment that instils the values of Qur’an and the AhlulBayt (A.S.)

  4. Agenda • Background of Survey • Grouping of Respondents • Survey Results • Analysis • Conclusions

  5. Background • In Feb 2011, the World Federation held a 3 day Madrasah retreat in Dubai to discuss the way forward with respect to the Madaris of our community. • One of the outcomes of the retreat was for the setting up of a Curriculum Work Stream that would be responsible for curriculum development. • 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 to the questionnaire were returned by 30 Madaris globally. • This report provides an analysis of these responses with a view to providing the curriculum work stream insights into the next steps required for curriculum development.

  6. Geographic split of respondents

  7. Results Part ACurriculum Generic Questions

  8. Need of regional/local curriculum?

  9. Adequacy of current curriculum

  10. Adequacy of current curriculum

  11. Adequacy of current curriculum

  12. Key Messages – Part A • The vast majority (74%) of respondents agree on the need for a common global curriculum with regional variation. • More than half of respondents believe that the traditional core subjects, namely Fiqh, Akhlaq & Tareekh are adequately covered currently. • However, the majority also 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+ age group, but the majority concur that the 16+ curriculum is inadequate. • In addition, the majority of respondents believe that the current texts are inadequate to meet the needs of modern times.

  13. Part B – Curriculum Specific Questions

  14. Curriculum Specific Questions

  15. Curriculum Specific Questions

  16. Do you believe that the current online available curriculum are:

  17. Do you believe that the current online available curriculum are:

  18. Do you agree that in order to develop the ‘Global Uniform Curriculum’ and/or develop the currently available curriculums further, we need expert opinions and inputs from:

  19. Key Messages – Part B • Aqaed, Akhlaq and Qur’anic Studies are seen to be the areas where the majority of respondents believed most attention should be given in curriculum development. • A significant number of respondents believe that whilst their current curriculum is rich content wise, it lacks qualitative aspects. • The majority believe that the current curriculum lacks concordance with modern education and requires further development to meet the with the requirements of our time. • The majority believe in 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.

  20. Key Messages – Part B cont • The following areas were seen to be seriously lacking both in content and approach : • 1. Comparative Religion • 2. Contemporary Threats – for example Sufi’ism, Akhbariat, Terrorism • 3. Inter-faith challenges • 4. Youth related issues - media, internet, social networking, gender interaction etc • 5. Spirituality

  21. Part C – Requirements of a good course

  22. Requirements of a good course

  23. Key Messages – Part C • The majority or respondents wanted the World Federation to monitor performance of Madaris after implementation of the Global Curriculum • The majority (73%) are also in favour of an accreditation of our Madaris by educational institutions though 17% disagree with this. • In addition, the majority believe that there should be a teacher and parents guide to accompany any standard texts for students. • The majority believe that manuals should be published in multiple languages and that there is a need for pre-requisite manuals. • The overwhelming majority of respondents believe that the current time given to Madaris education is inadequate and requires a substantial increase.

  24. Conclusion • Developing a global Curriculum is essential with the ability to adapt it for specific regional and local requirements. • There is a need to strengthen the content base of Aqaed, Qur’anic Studies and Spirituality as well as to develop contemporary subject matter relevant to modern times • The available teaching material today is good BUT requires a revamp to meet modern education standards – Both Qualitative & Quantitative (eg manuals for parents, teachers, students in multiple languages etc) • There is a need to involve educational and religious experts in designing the curriculum content and material. • There is a stark lack of post 16+ curriculum which requires attention. • There is a need to monitor Madaris performance in light of new global curriculum • Current Madaris time is inadequate. A solution is needed to remedy this.

  25. Key Findings from Dubai Retreat Survey of Global Community (Feb 2011 - 771 respondents)(refresher) • 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 : • Lack of Parent involvement • Structured Approach & Curriculum Concerns, Manuals • Lack of Contemporary issues within Madaris • External Assessment & Benchmark Performance Matrix • Teachers Training / Professionalism / CPD • Adult Education (14+,16+) • Madaris Expert Opinions CONVERGE to Community Input

  26. islamiceducation@world-federation.org www.world-federation.org islamiceducation@world-federation.org

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