The document provides an overview of the mudarsa education system in Pakistan. It discusses the history and origins of madrasas, noting that they have existed for centuries in the Islamic world and Pakistan. It describes the general characteristics of madrasas in Pakistan, including that there are over 12,000 registered madrasas, hosting around 1.7 million students. It also summarizes the central boards that oversee madrasas, the schooling system within madrasas, factors affecting madrasas, the role of gender, and funding sources.
Foundations of education 831 unit 1 Islamic foundations of education - dr. ...HafeezKhan218430
Foundations of education 831 Unit 1 M.Ed. Semester 1 by Dr. Zaheer Ahmad who is the coordinator of this course.... I does not own tis course for educational purpose only...
Foundations of education 831 unit 1 Islamic foundations of education - dr. ...HafeezKhan218430
Foundations of education 831 Unit 1 M.Ed. Semester 1 by Dr. Zaheer Ahmad who is the coordinator of this course.... I does not own tis course for educational purpose only...
Islamic Philosophy & Education
Education of Islam
-Education is considered as a light in philosophy and tradition of Islam, that light, by which ignorance form darkness thrown away.
-Education is used as an action which create differences between knowledge and darkness.
-Knowledge of Qur’an is considered as true education in Islamic philosophy.
-According to Hazarat Mohammad, exponent of Islam religion, education should be continuing from the lap of mother till grave.
Comparative view of public and private education systems in PakistanAhmed Ali
What is Comparative Education?
Comparative education is the study of two or more education systems.
Comparative education refers to evaluating systems of education between different regions, cultures, or nations.
Comparative education is the study dealing with the comparison of current educational theories and practices in different countries for the purpose of broadening the understanding of educational problems beyond the boundaries of one's own country.
Following are the purposes of the study of comparative education:
To assists the learners to understand their educational systems better.
To find out the strengths and weakness of the current education system.
To assist in the development of educational institutions and practices.
To highlight the relationships between education and society.
To study the factors that influence education system for the purpose of finding out solutions of educational problems
Another purpose is To understand why the educational systems of some countries are progressive and of others, backward
There are mainly three parallel education systems running in Pakistan
public schools system
Private school system
Deeni Madaris.
Public institutions are those which are managed by government and they receive funds from government. On the other hand private institutions are managed by private owners and they generate their own funds by charging tuition fee.
National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
Islamic Philosophy & Education
Education of Islam
-Education is considered as a light in philosophy and tradition of Islam, that light, by which ignorance form darkness thrown away.
-Education is used as an action which create differences between knowledge and darkness.
-Knowledge of Qur’an is considered as true education in Islamic philosophy.
-According to Hazarat Mohammad, exponent of Islam religion, education should be continuing from the lap of mother till grave.
Comparative view of public and private education systems in PakistanAhmed Ali
What is Comparative Education?
Comparative education is the study of two or more education systems.
Comparative education refers to evaluating systems of education between different regions, cultures, or nations.
Comparative education is the study dealing with the comparison of current educational theories and practices in different countries for the purpose of broadening the understanding of educational problems beyond the boundaries of one's own country.
Following are the purposes of the study of comparative education:
To assists the learners to understand their educational systems better.
To find out the strengths and weakness of the current education system.
To assist in the development of educational institutions and practices.
To highlight the relationships between education and society.
To study the factors that influence education system for the purpose of finding out solutions of educational problems
Another purpose is To understand why the educational systems of some countries are progressive and of others, backward
There are mainly three parallel education systems running in Pakistan
public schools system
Private school system
Deeni Madaris.
Public institutions are those which are managed by government and they receive funds from government. On the other hand private institutions are managed by private owners and they generate their own funds by charging tuition fee.
National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
From the dawn of Iranian history, education and learning have been revered and preferred. In the 20th century the tradition of learning has been put forward by the enlightened rule of the Pahlavi’s father and son. Reza shah (1925-41) the founder of the Pahlavi dynasty believed that the expansion of modern
education was a pre-requisite for social and political progress. He wants to make education a corner stone in his nationalist program. He considered education a single most important factor in promoting both the well being of the individual and the progress of the country and is the cure for all that is wrong with the people and the country. During this period a large number of elementary and secondary schools were established in Tehran and other major cities. Education received attention from all social classes. The purpose of the present paper is to examine the role of Reza shah Pahlavi in the development of education based on the modern curricula.
Islamic higher education in contemporary indonesia: Through The Islamic Intellectuals of Al Azharite Alumni by Hiroko Kinoshita. Source: http://www.cseas.kyoto-u.ac.jp/edit/wp-content/uploads/2014/05/79_kinoshita.pdf
The History and Significance of Islamic Universities.pptxMbzuh University
Islamic universities, or madrasas, have a long history dating back to the early days of Islam. These institutions were founded to serve as centers of learning and scholarship and played a vital role in the spread of Islamic culture and the preservation of knowledge. For more information: https://www.mbzuh.ac.ae/
ABSTRACT: Acquiring the knowledge to serve the people is the main theme of knowledge and Education in Muslim perspective. Historically this is rooted and integrated with knowledge and education. While Islamic education has been introduced all levels of education at present
time, its graduates are not satisfying the Muslims’ expectations in terms of achievement such as having a sense of complementing each other, ability to manage personal affairs as well as to manage the social and state affairs competently. This paper argues that this failure is the result of their intellectual poverty, and it will be resolved if the authority of contemporary Islamic education integrates Islamic epistemological views with the contents of education. This paper depicts history of emancipatory worldview of Islam to shape modern Muslims’
epistemological view. The conceptualization of this history is founded on the syntheses of the history of education of past Muslims, their practices of teaching and learning, goal of the Quran as a content of education, prophet’s services towards his fellow people. Therefore, in order to empower the Muslim learners with the capacity to emancipate the human, this paper suggests looking back to the history. Then only Muslims will succeed to benefit the world otherwise they may fail to do so. The history that is discussed here will affect the attitude of Muslim learners to other contemporary civilizations, teaching learning practice.
While emancipatory worldview is quite a sociological subject matter in order to model it, this paper explains from the history, the Quran’s illustrations regarding role and position of Muslims in this world, prophet’s manner as an educationist, value system rooted in Muslim contents, and foundation of Muslim education. This paper finds that the emancipatory worldview can be propelled among the Muslims if the current pedagogy acts as a moderator
between the content and the history.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. WhatareMadaris??
The term “madrasah” has varied meanings. Generally, it is the term given in Arabic to any
school, but it is also used to refer to specific types of schools.
The madrasah system or deenimadaris, religious education institutions focusing on religious
Law, teachings of the Prophet Muhammad, classical logic, literature and the Quran, but there is
no universally fixed course of study. The interpretation of these texts may also vary from one
madrasah to another.
Early history of Madaris
Madrasah or deeni madaris have existed for centuries in the Islamic world, including inPakistan.
Madaris did not exist in the early beginnings of Islam. Their formation can probably be traced to
the early Islamic custom of meeting in mosques to discuss religious issues. At this early stage,
people seeking religious knowledge tended to gather around certain more knowledgeable
Muslims. These informal teachers later became known as sheikhs; and these sheikhs began to
hold regular religious education sessions called majalis 'sessions'.
As an institution of learning, the madrasa is centuries old. One of the firstestablished madrasas,
called the Nizamiyah, was built in Baghdad during the eleventhcentury A.D. Offering food,
lodging, and a free education, madrasas spread rapidlythroughout the Muslim world.
Madaris in Pakistan
Hosting over 12,000 madrasas, Pakistan’s religious and public educational infrastructure are of
ongoing concern in the United States. In an economy that is marked by extreme poverty and
underdevelopment, costs associated with Pakistan’s cash-strapped public education
systemhave led some Pakistanis to turn to madrasas for free education, room, and board.
As of January 2007, over 12,000 of Pakistan’s estimated 13,000 madrasas hadregistered with
authorities. In a more controversial step, the Pakistani government alsodemanded that adrasas
expel all of their foreign students by December 31, 2005. Of anestimated 1,700 foreign
madrasa students, 1,000 had reportedly left Pakistan by January1, 2006. In August 2006,
Pakistani authorities announced their intent to deport some ofthe remaining 700 foreign
students if they did not obtain permission to remain in Pakistanfrom their home governments:
the visas o those with permission reportedly wereextended.
3. Some nationalist and Islamist groups have resisted the government’s enforcementefforts, and
authorities have made statements indicating that they do not plan to use forceor shut down
noncompliant madrasas in order to enforce the directives.
An air-strike on a madrasa near the border with Afghanistan in the Bajaur tribal region
killedreported militants on October 30, 2006, and sparked massive protests across Pakistan.In
July 2007, Pakistani security forces raided a girls madrasa related to the conservativeRed
Mosque after individuals affiliated with the facilities refused government orders tostop
vigilante enforcement of religious social codes. Over 100 people were reportedlykilled in
related clashes.
General Characteristics
At independence in 1947 there were about 245 madrasahs in Pakistan.
The number of madrasahs has increased since the rule of General Zia ul-Haq (1977-
1988).
In April 2002, the Minister of Religious Affairs estimated the number of schools to be
about 10,000, with 1.7 million students.
This number however is contested; different sources name figures from 600,000 to 2
million students.
The madrasahs are controlled by their own organizations or boards. The boards define
the curriculum, and collect registration and examination fee.
Central Boards of Madrasahs in Pakistan
Wafq-ul-Madaris-alSalafia
Ahl-i-Hadith Faislabad 1955
WafaqulMadarisDeobandi Multan
WafaqulMadaris(Shia) Pakistan
TanzimulMadarisBarelvi Lahore
Rabta-tul-Madaris-alIslamia
4. Jamat-i-Islami Lahore 1983
School Education
Madrasah primary schools, called maktabs, are usually attached to mosques and provide basic
Islamic education, e.g. reading and memorisation of the Quran. Secondary school
madrasahsprovide advanced instruction in Islamic education.
As for teaching modern subjects, the Ahl-i-Hadith madrasahs have been teaching Pakistan
studies, English, mathematics and general science for a long time, according to Tariq
Raman,2004. The Jamat-i-Islami as well as the larger Deobandi, Barelvi and Shia madrasahs also
teach secular subjects. Urdu and Arabic are the languages of instruction in the madrasahs.
Madrasahs have their own examination system and award certificates called sanads
corresponding to the formal system.
Hifz/Tajweed-wa-Quiraat/Ibtedayia = Primary School
Mutawassita = Middle School
SanviyaAama = Secondary School Certificate
SanaviyaKhassa and above = Higher Secondary School Certificate
Holders of the SanaviyaKhassa can either continue to higher education within the madrasah
System or in the formal sector.
Madrasahs are mostly run on a charitable basis, the fees charged being small or non-
existent.Some madrasahs provide free room and board as well. The Pakistan government gives
financial assistance to madrasahs in order to modernise textbooks, including secular subjectsin
thecurriculum such as English, mathematics and introducing computers.In order to bring the
madrasah schools into the mainstream, in 2002 General PervezMusharraf's military
government tried to impose reform on the schools in the form of prescription of foreign
students, introduction of modern subjects and the creation of model madaris. Only about 4,350
schools agreed to register.
The Pakistan government however continues the reform of the madaris and the introduction of
formal education that started with the National Education Policy (1998-2010) At the end of
2005, the Pakistan government made it mandatory for madrasahs to be registered, and they
have declared that all unregistered madrasahs will be closed, beginning in December 2005.
5. Higher Education
As mentioned earlier, it is possible to continue to higher education within the madrasah
system. The document below is a degree certificate issued in Arabic by the Wafq-ul-Madaris-
alSalafiya University belonging to the Ahl-I-Hadith (or Wahabi) sub-sect.
The degree is considered as equivalent to a Master’s degree in Arabic and Islam by the
University Grants Commission as can be seen in the stamp on the verso of the document.
Number of secondary and higher madrassas 6,000
Senior and graduate level madrassas 4,335
Deobandi madrassas 2,333
Barelvi madrassas 1,625
Ahl-i-Hadith madrassas 224
Shia madrassas 163
Number of all students 604,421
Local students (Pakistani) 586,604
Foreign students 17,817
Afghan students 16,598
Factors Affecting
promoting religious fanaticism and sectarian violence
withinPakistan, and of ‘breeding terrorists’ for international jihad. On the other hand, modern
feminist writings by Pakistani scholars concentrate on analyzing the public school texts booksto
find out gender bias, which reinforces patriarchal ideologies.
Both the discourse ignoregirls’ madaris and their curriculum (formal and informal). Curriculum
is a necessary ingredient for carving out peculiar self and personality that is demonstrated by
the girls of madaris in Islamabad in March 2007.
In recent months, many articles and reports have pointed out with alarm the increase in the
number of Madaris in Pakistan during the past two and half decades.
It is hard to count the exact number of madaris in Pakistan. After independence, gradual
increase has been observed in madaris. In 1947, Pakistan had 137 madaris or according to
another estimate 245,which increasedupto 401 in 1960. In 1971 they were 893 and eventually
3000 in 1988. They are multiplying in number since then.
,
6. Gender Dynamics
Being conservative institutions, madrasas are regarded to be biased towards malestudents.
However, recent studies quote a high figure of 30 per cent of all madrasa students being
females. This was unheard of before the 1970s, but madrasas are now educating almost a
quarter of a million females and contributing over half of all graduates each year.
Madrasa life and education
while
Ebrahim (2008) condemns even the large madrasas for lack of leisurely activities beyond sports.
Other more damning critiques report incidents of torture and sex abuse (Murphy, 2005), while
also being critical of the clergy who lure poor families for self-interest.
Opportunities after education
Bano (2007) describes how students teach the Quran to neighborhood children and many gain
employment as imams or khateebs even before graduation, while still otherspursue higher
studies.
Indeed, even as graduates of secular schools are unemployed in large numbers, it is rare to find
a madrasa graduate unemployed.Similarly, Qasmi (2005) states that if a student wants to make
a livelihood working in a spiritually rewarding if low-paying job, he should be admired, not
condemned.
Funding, support and society
Madrasas appear under five ideological boards.While the most popular claim is that madrasas
are financed by politically and religiously affiliated foreign and local bodies.
Rahman (2004) contends that it is charitythat causes them to flourish. Financial information is
jealously guarded by the clergy, Ibrahim notes that divulging sources is troublesome since many
7. individuals donot want their acts of charity to be publicized and philanthropists abroad are
wary of being linked with terrorism.
Terrorism, madrasas and government
schools
Interest in madrasas has increased exponentially in the last decade owing to the threat of
terrorism.Any discussion on the diversity and problems of madrasas shows that decisions based
on a generalized understanding are always going to be flawed. There are tangible as well as
intangible differences in madrasas depending on their size, student strength, and ideological
dimensions.