the world federation is an ngo in special consultative status with the economic and social council...
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The World Federation is an NGO in Special Consultative Status with the Economic and Social Council (ECOSOC) of the United Nations
Registered Charity in UK No. 282303
THE MADRASAH CURRICULUM QUESTIONNAIRE ASSESSMENT
ANALYSIS -RESULTS
February 2012 / Rabiul Awwal 1433
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 Ithna Asheri Faith for the spiritual and material well being of humanity at large.”
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 Ahlul Bayt (A.S.)
THE MADRASAH CENTRE OF EXCELLENCE
Agenda
• Background of Survey
• Grouping of Respondents
• Survey Results
• Analysis
• Conclusions
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.
Geographic split of respondents
38%
10%17%
21%
7%
3%3%
East Africa Europe
America Canada
Middle East Pakistan
India
Results Part ACurriculum Generic Questions
Need of regional/local curriculum?
Adequacy of current curriculum
Adequacy of current curriculum
Adequacy of current curriculum
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.
Part B – Curriculum Specific Questions
Curriculum Specific Questions
Curriculum Specific Questions
Do you believe that the current online available curriculum are:
Do you believe that the current online available curriculum are:
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:
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.
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
Part C – Requirements of a good course
Requirements of a good course
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.
• 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.
Conclusion
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 :
1. Lack of Parent involvement
2. Structured Approach & Curriculum Concerns, Manuals
3. Lack of Contemporary issues within Madaris
4. External Assessment & Benchmark Performance Matrix
5. Teachers Training / Professionalism / CPD
6. Adult Education (14+,16+)
Madaris Expert Opinions CONVERGE to Community Input
