Updated 5 May 2010


The World Federation of KSIMC is committed to support the efforts of our worldwide community towards the enhancement of Islamic Religious Education (IRE) at our Schools and Madaris. One way that this has been achieved is through the introduction of the GCSE in Islamic Studies.  A number of factors have influenced this strategy:

1. A common problem in madaris is that the formal education process tends to stop at around the age of 13 or 14, after which students typically leave the madrasah setting at the most crucial and most vulnerable times of their lives. By introducing the GCSE, madaris have been able to retain students thus having more time to shape and nurture the young people of the community in an Islamic environment.

2. With the introduction of GCSE, students have been prompted to explore Usul-e-Deen by way of reasoning thereby offering them the vital component of Aquaid which can not be developed to the required depth in the initial stages at the madrasah due to paucity of time.
 
3. The GCSE syllabus also covers the Quran and its revelation, recitation, authority and compilation, ahadith, the life of Prophet Muhammad and  differences between the sects on issues of Aquaid, succession to the Holy Prophet and attitudes towards the leadership in Muslim communities.

Whilst the syllabus requires us to explore the views of different sects, conclusive evidence of our beliefs are always provided with clear evidence from the Holy Quran and Sunnah of the Holy Prophet. For examination purposes, the student is not expected to take a view on the validity of either viewpoint, rather needs to show that he can explore the views of both sides.

4. The GCSE syllabus also caters topics like abortion and contraception, euthanasia, genetic engineering, environment and conservation, sexual relationships outside marriage, etc which can be discussed at the safe environments of our schools and madaris where students can safely discuss and be enlightened about the issues by our own teachers, which if discussed at purely secular schools, can possibly have detrimental results.

5. The introduction of GCSE syllabus has enabled us to prepare our students have:

• A better conviction of their faith by way of reasoning
• An inter-denominational and inter-faith understanding enabling them engage in discourses with the wider Muslim and non-Muslim communities in a rational manner
• Ability to articulate with the atheists and secularists at the colleges and universities having explore their own beliefs based on reason and understanding

Additionally, the introductions of GCSE curriculum at ‘O’ level and ‘AS’ level has:

• Prompted our students to enhance and advance the overall level of Islamic knowledge by exploring areas that traditional madaris syllabi do not cover
• Enabled IEB of the WF to build rapport with the examination boards for a wider and fairer representation of the Shia school of thought when presenting academic material at all levels of the study of Islam which hitherto remained ignored or unattended to
• Enabled IEB of the WF to get the examination boards accept the preparation and acceptance of the manuals incorporating materials of our beliefs and perspectives
• Enabled IEB of the WF to get the examination boards nominate Shia examiners

Complimenting the traditional Madrasah Curriculum, not replacing
The approach of the GCSE at the ‘O’ and ‘AS’ Levels is in no way a replacement of the traditional madrasah curricula.  The introduction of the same is made during the final stages of the school and madrasah life of the students.

The ‘AS’ Level covers areas such as the Quran and its compilation, authority and a source of law, and how this differs with the hadith collections. The discussions dwelves into the Quran as a timeless guide to all mankind and tackles the issues of interpretation. It also analyses Tawheed in more depth as well as the other parts of Usul-e- Deen. The ‘AS’ Level also studies the Life of the Holy Prophet (s.a.w.s.) in depth covering specifically the period of Jahiliyyah, the different challenges and the Prophet’s actions in Makkah and Medina, and the emergence of the Khilafat disputes after the Prophet’s death.

The approach, content and resources of the GCSE and AS Level have been very well received by the madaris and students. A sample of this feedback from students is contained below:

“This course has given me the opportunities to endorse the Muslim behaviour into my personal life through some of the projects we did as a class”

“Today’s training was very good as it went through some difficult aspects and questions that might come up in the exam. Also I found the Mind Maps helped me a lot to learn about each section.”

“This session covered all key topics and has greatly improved my confidence.”

Teachers in madaris have also found the experience to be valuable and challenging:

Sister Saida Nasser of The Shia Ithna'asheri Madressa - North London (SIM) commented:
 "I thought this CPD was extremely beneficial as it showed us how to practically present the opinions of the different schools impartially, placing the onus on the pupils to find the weakest links in the other arguments.  It is a refreshing way to allow pupils to have freedom of thought."

Sister Taskeen Jaffer of SIM commented:
 "We look forward to teaching the new AQA syllabus as everything we have learned so far leads us to believe that this will provide our students with a more holistic understanding of Islam. The CPD was very helpful in preparing us on how to tackle tough questions from students as well present the information in the most coherent way.”

Shaykh Fazle Abbas Datoo of Wessex:
 “The impressive facilitation of the INSET done by Diane (of AQA) especially the assurance that the students are not restricted to respond to a fixed set of answers.”

Conclusion
The introduction of the GCSE at the ‘O’ and ‘AS’ Levels into community madaris has thus far produced excellent results and has exceeded our expectations on the initial objectives set out by The World Federation.
It is envisaged that through this continued and sustained engagement with the examination board, young adults in our community will be able to benefit from their time at the schools and  madaris to an even greater extent whilst also gaining a secular qualification.

At the same time, the World Federation seeks to use the opportunity as part of its longer term strategy of ensuring

• Fair and well-balanced approach to the study of Islam incorporating Shia beliefs by influencing the agenda at all levels of primary & secondary schools, colleges and universities thereby overcoming all the grey areas concerning our beliefs and practices
• Acceptance of the texts prepared by us incorporating Shia beliefs and perspectives
• Appointment of Shia examiners at all levels of examinations
• Our involvement in the process of consultation for the preparation and revision of  curriculum of Religious    studies at all levels of primary & secondary schools, colleges and universities

Suggestions and recommendations
The Islamic Education of The World Federation of KSIMC  would welcome suggestions and recommendations from all quarters to achieve the long term strategy and would also be grateful if errors and omissions on its part are pointed out so that necessary steps are taken to rectify the same in order to achieve the set out objective.

For further information email islamiceducation@world-federation.org