IHYA - Islamic Teacher Education Programme
Programme Context Even though internationally the madrasa is a declining institutional model it has nevertheless grown substantially in South Africa during the past three decades. In most if not all of these institutions of Islamic learning, ”the method of instruction is centred on teaching rather than learning—a subtle but important distinction. Furthermore, it does not prepare students with the real-life skills needed to function successfully in today's society.” (DT, 2007, p10). Islamic education institutions do sometimes focus on the area of curriculum in relation to content and resources but rarely do teachers speak about the areas of integrating learning outcomes, instructional methods, assessment tools, or educational foundation in terms of educational values which includes considerations around classroom environment and the informal curriculum. The cultural divide between university-educated and madrasah-trained graduates persists, although the dialogue between the two has increased. Scholars whose religious training is largely independent of the two systems have also come to exert influence. Some Muslims will insist the answer is simply in going back to the past; others will urge us to plunge headlong into the future. But people in fact need both roots and branches together in order to survive and flourish. (Dawud Tauhidi, 2007, p5)
FITRAH - Each child is endowed with a God-given nature, known as the fitrah. Like the seed of a tree, it contains the essential programming needed to grow. In the right soil or environment, it will naturally unfold and develop.
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Education Philosophy HOW WE TEACH is just as important as what we teach; undoubtedly they are intimately linked. IHYA programme is guided by an Islamic worldview based on Islamic principles. The following are a list of the philosophical underpinnings upon which this programme is based:
FAS ‘ALILLAH – Allah is the Root of all knowledge.
HIDAYA ATH THAMARUL ‘ILM – Guidance is the Fruit of Knowledge.
‘AQAL WA ‘AMAL – Theory and Praxis two sides of the same coin.
AL MIZAN – Based on a healthy BALANCE between traditional Islamic pedagogy, contemporary teaching principles and professional practice.
WASATAA – Taking the middle course.
TADHAKKUR WA TAKAFAKKUR – Remembering and Contemplating leading to critical thinking.
“(humankind) its ultimate goal is the abode of permanence and all education points to the permanent world of eternity.” Seyyid Hossein Nasr, 1984
Epistemological Framework Towards an Islamic Epistemological Framework LEARNING (TA’ALLUM) IS A FORM OF WORSHIP (‘Ibaada) that proclaims an individual’s servantship (‘Ubudiyyah) to the Creator. It is no different than fasting and prayer – because all of them are processes of gaining closeness to Allah. It is about “human transformation and not merely about the transmission of knowledge.” The acquisition of knowledge as an act of worship makes learning into a sacred event. Everything about the class is treated with a sense of reverence, dignity, and austerity; “utterly unlike the modern educational experience.” In trying to revive the essence of Islamic education, we do not propose that we can import mediaeval Islamic educational paradigms and expect them to be relevant in our context. Nor do we say that there is no relevance for traditional Islamic pedagogy and practice. But we can reframe the purpose of schooling and hence critically question and improve the methods we employ to achieve excellence. We cannot escape our environment and nor should we try to, for we can certainly learn from modern research and practice. But to fully understand our environment we must understand the ethos that frames its purpose. (Memon & Ahmad, 2006)
“Adab is recognition and acknowledgement of the reality that knowledge and being are ordered hierarchically according to their various grades and degrees of rank, and of one’s proper place in relation to that reality and to one’s physical, intellectual and spiritual capacities and potentials.” Professor Seyyid Mhd. Naquib al-Attas, 1977
The Aim of this course is NEGOTIATING AN ISLAMIC EDUCATION within prevailing discourses of mainstream educational practices without compromising the value of existing Islamic pedagogy that transforms the heart and brings out one’s humanity through the enactment of an education practice based on an Islamic epistemological framework. The aim of the IHYA programmes is to produce a well-rounded person who is:. •
ALLAH-CONSCIOUS: Is aware of Allah and the interconnectedness of creation in all that one thinks, feels and does. (Tawhīd).
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PRINCIPLED: Has a sound grasp of the principles of moral reasoning and a commitment to self-reflection, self-direction, and moral action, with an emphasis on integrity, honesty, compassion and justice. (Tazkiyah).
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KNOWLEDGEABLE: Has a deep understanding of the impact of significant events and discoveries on the course of human development. (Hikmah).
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WELL-BALANCED: Understands the scope and importance of balance and wellbeing in one’s personal and collective life, and actively works to establish it therein. (Istiqāmah).
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COOPERATIVE: Has an understanding of the role of good communications, cooperation, fairness, and friendship in establishing and maintaining meaningful and healthy relations between individuals and groups. (Ihsān).
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COMMITTED: Has a commitment to a lifestyle consistent with the principles and practices of Islam. (Dīn – Time & Pattern).
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CARING: Has a strong sense of caring, stewardship, service and social activism, and a commitment to using one’s life to make a difference in the world. (Amānah – Function & Outcome).
‘The educator must be intelligent, a man of religion, [...] skilful at instructing children, dignified, calm, far removed from foolishness or pleasantries, not given to levity or slackness in the youth’s presence; neither rigid nor dull; on the contrary, he should be kind and understanding, virtuous, clean and correct.” IBN SINA, Kitab al-Siyasa, p. 1074.
Pedagogy Islamic Pedagogy to transform your teaching THE ISLAMIC TEACHER EDUCATION PROGRAMME is a structured training course that develops Islamic educators in understanding traditional Islamic pedagogy and using contemporary Teaching Pedagogy and Facilitation tools. It enables you to put vision into practice by aligning your teaching with contemporary research and development as well as professional teaching principles. It explores educational principles from Islam’s rich tradition of teaching and learning in a way that is relevant to today’s Islamic schools. The majority of the teachers from various Islamic education institutions prefer to teach using only two techniques, which are via textbook and memorization, unlike the modern teaching techniques, such as discussion, demonstration, questioning and answering technique etc. THE PROGRAMME CONSISTS OF six units that will teach you how to:
CREATE A PERSONAL TEACHING PHILOSOPHY
CREATING A CULTURE OF EXCELLENCE by understanding modern approaches to schooling and creating a culture of excellence.
DEVELOP AN ISLAMIC ETHOS in your classroom.
IMPLEMENT TEACHING PRACTICES inspired by the Prophet (SAW).
INTEGRATE AN ISLAMIC PERSPECTIVE INTO COURSEWORK & LESSON PLANS by gaining the tools and resources to know when and how to integrate Islam into your curriculum.
“Ultimately, at the heart of Islamic pedagogy is the change of the human being from a state of not knowing to the state of excellence both intellectually and spiritually.”
Learning in action
Programme Structure THE PROGRAMME IS A FULL SEMESTER in length and designed to be completed alongside a full time teaching schedule. It is conducted and organized into six units. Each unit consists of:
FACE TO FACE STRUCTURED LECTURES by leading academics and education specialists and Islamic scholars; VIDEO LECTURES by leading experts in education and Islamic Pedagogy; A COURSE HANDBOOK that serves as a comprehensive learner guide; COURSE READINGS that provide you with sound theoretical foundations; STRUCTURED IN-CLASS DISCUSSIONS where you can share your experience and draw on those of your fellow Islamic school educators; ONLINE DISCUSSION BOARD ACTIVITIES where you can engage with fellow Islamic school educators; E-LEARNING ACTIVITY where you engage in a self directed learning activity online; ASSIGNMENTS AND LEARNING ACTIVITIES that are practical and relevant to your everyday teaching; and ASSESSMENTS including knowledge tests, individual and group activities, project work, demonstrations, workplace assessments and finally the facilitation of a learning event.
“This is an historic moment, you can be proud to have been part of this unique course.” (Ml. Allie Adam at the First iLABS graduation ceremony)
“There can be no doubt, however, that secular education has profoundly affected the sense of balance, wholeness and wellbeing in modern man—with its emphasis on the profane and the material, and with its neglect of the spirit and character. This fact is undeniable. The statistics of drug abuse, violence, pornography, sexual promiscuity, divorce, along with a wide range of modern psychological ailments (including depression, anxiety, alienation and loneliness) are well known and speak for themselves. The biggest victims in all of this of course are our children, as the direct product of the culture, education and family conditions under which they grow up. Whether or not the Muslim ummah finally lets go of the rope of God altogether and falls into the abyss of materialism, secularism and agnosticism like most other cultures today, will depend largely on the education of the next generation of Muslim children around the world. This generation represents one of the last potential vestiges of Godwardness in the world. The situation is indeed serious. This is the larger spiritual and cultural crisis facing Muslim educators and curriculum developers today—the ubiquitous spread and influence of secular materialism and its global reach. Muslim parents, educators and clergy, along with those of other faith-based communities, are in a dire struggle for the spiritual survival of their children and are faced with major challenges about how best to raise their children and prepare them for the challenges of the future.” (Dawud Tawhidi, 2007, p4).
QUDWAH, SUHBAH: Non-conscious Learning (Modeling) Much of what we learn is not taught directly, but simply "picked up." Real learning is not forced, but orchestrated. This highlights the importance of association, role-modeling and mentoring.
Course Content Plan TOPIC
PEDAGOGIC/ DIDACTIC
ASSESSMENT
LECTURE
Formative Assmt
GUEST LECTURER
Formative Assmt
LECTURE
Formative Assmt
FACILITATION
PROJECT ASSIGNT
LECTURE
Formative Assmt
2.3 THEORIES OF LEARNING
LECTURE
Formative Assmt
2.4 LEARNING AND COGNITIVE DEVT
GUEST LECTURE & FACIL
Formative Assmt
2.4 BOOMERS, GENERATN X & MILLENs
FACILITATION
PROJECT ASSIGNT
3.1 UNDERSTADING CURRICULUM & TEACHING PEDAGOGY
LECTURE & FACILITATION
Formative Assmt
3.2 MANAGING THE CLASSROOM
DISCUSSION
PROJECT ASSIGNT
IMAM AL GHAZALI DVD (Munqid Min ad Dhalal)
AUDIO VISUAL, DISCUSSI
Informal Meeting
3.3 TIME MANAGEMENT
E-LEARNING MODULE
HOLIDAY– PROJ
3.4 DEVELOP & DESIGN LESSON PLANS
SELF DIRECTED LEARNING
HOLIDAY– PROJ
3.5 DELIVERING THE LESSON PLANS
PRACTICAL OBSERVATION
WORKPLACE
3.2 PEDAGOGY & DIDACTICS
LECTURE & FACILITATION
Formative Assmt
3.5 DELIVERING THE LESSON PLANS
PRACTICAL OBSERVATION
WORKPLACE
4 COMMUNICATION, FEEDBACK & PRESENTN
LECTURE, FACILITATION & INTER-ACTIVE ROLE PLAY
DEMONSTRATION
5.1 FACILITATION
LECTURE & FACILITATION
Formative Assmt
5.1 FACILITATION
POWERPOINT PRES.
Formative Assmt
5.2 FACILITATOR TECHNIQUES
LECTURE & FACILITATION
Formative Assmt
5.3 LEARNING ENVIRONMENT
LECTURE, ILLUSTRATION
Formative Assmt
ISLAM AND EDUCATION – CONNECTING THE DOTS
Formative Assmt
ISLAM AND EDUCATION– BRIDGING THE GAP
GUEST LECTURE, FACILITATION, ANALYTICAL DISCUSSION
6.1 DEFINING EVALUATN & ASSESSMT
LECTURE
Formative Assmt
6.2 PRINCIPLES OF ASSESSMENT
LECTURE
Formative Assmt
6.3 METHODS OF ASSESSMENT
LECTURE
PROJECT ASSIGNT
6.3 THE PROCESS OF EVALUATION
LECTURE
PROJECT ASSIGNT
ASSESSMENT
PRACTICAL OBSERVATION
FACILI ASSIGNMT
ASSESSMENT & COURSE EVALUATION
FACILITATION
ORIENTATION 1.1 ISL. ED & TRADITIONAL TEACHING PRACTICE PRINCIPLES AND BASIS OF THE PRACTICE OF EDUCATION HISTORY, ORGANISATION & METHODOLOGY OF ISLAMIC EDUCATION 1.2 EDUCATION AND DEVELOPMENT COMMUNITIES OF PRACTICE 2.1 UNDERSTANDING LEARNING 2.2 THEORY AND PRAXIS
GRADUATION
STUDENT STATIONERY/ RESOURCE NEEDS
GRADUATION
PROJECT ASSIGNT
GRADUATION
Arch Lever Files with 12 Dividers & 3 x Presentation folders A4 Hardcover & Writing Pad & Plastic sleeves 8G memory stick, Access to Internet and Email Learning Journal (A5 Hard cover)
ETDP SAQA UNIT STD. Unit Standard Title: Facilitate learning using a variety of given methodologies. Unit Standard No. (117871) NQF level: 5 Credits: 10 Purpose: This unit standard will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators. Specific outcomes and assessment criteria: Specific Outcome 1: Plan and prepare for facilitation Specific Outcome 2: Facilitate learning Specific Outcome 3: Evaluate learning and facilitation iLABS has also included the above SAQA unit standard on facilitation as an add-on to the IHYA – ITEP course for those students who wish to complete it. This unit standard is conducted during the final weeks of the course. We use registered qualified independent SAQA Assessors and Moderators to do the final assessment and submissions to the ETDP SETA. During 2012 every single iLABS student except one completed and received their SAQA certificates presented at a special certification ceremony. The cost of the assessment and submission of this unit standard is separate depending on the SAQA assessors.
Programme Details THE PROGRAMME IS A FULL SEMESTER in length and designed to be completed alongside a full time teaching schedule. It is conducted and organized into six units. Each unit consists of: iLABS-Learning Across Borders has developed the IHYA Islamic Teacher Education Programme (ITEP) to address the need for developing professional practice within our Madaaris and schools Islamic learning. This is a structured programme that develops Islamic educators in understanding traditional Islamic pedagogy and the use of contemporary teaching practice and Facilitation tools. It is a very practical learning programme where the learner is able to implement what is learnt immediately. It is imperative that all participants are currently based in a teaching practice. The IHYA programme enables the learner to align her/his teaching with contemporary research and development as well as professional teaching principles. It explores educational principles from Islam’s rich tradition of teaching and learning in a way that is relevant to today’s Islamic schools. It does not look at what to teach, it develops in the learner the practical skills of HOW to teach. In as much as this course is a learning journey dealing with concepts and methodologies it is about people and their personal journeys within their learning journeys. The programme includes a level 5 SAQA unit standard on Facilitate learning using a variety of given methodologies. PROGRAMME PRESENTED BY: iLABS- LEARNING ACROSS BORDERS NAME OF THE PROGRAMME: IHYA-ILSAMIC TEACHER EDUCATION PROGRAMME (ITEP); WHEN: Saturday Mornings 08h30 – 12h00 or Friday afternoon 15h00 – 18h00 VENUES: Islamia College, Lansdowne & The MJC Boardroom; DURATION: Jan to - June 2013; CERTIFICATION: iLABS Certificate of Completion & SAQA ETDP Certificate in Facicilitation
“Ignorance is a death before death to those that harbour it; and their bodies are graves before the graves. A man who does not live by knowledge is dead.” (Shaykh al-Islam Burhan al-Din from Ta’lim al Muta’Allim)
Student comments Some paths we choose, some we are pushed into ,other paths we ignore and some we embrace enthusiastically- Alhamdulillah the iLabs path has been a thought provoking path, one of many challenges, mentally and intellectually, a mentorship of note and its potential knows no boundaries, i hope to stick around for than a while ALF Shukran. RAMEEZ ADAMS
"My time with the Facilitators of the Islamic Educator Course was invigorating. It provided a foundation for effective teaching methods and encompassed a broad range of subjects that broadened my mind to new perspectives, resources and provided tools to navigate the murky waters that educators sometimes swim in. I found myself pondering on my place in this world as an Islamic Educator and the course allowed me to contemplate on my role as an educator. And to rethink the role played by educators and the impact that one has on the minds and thinking of our students especially the young students." WASEEMAH HENDRICKS
We have already seen a change in our learners due to the changes we have made in our teaching style. We are seeing learners who used to be in the “background”, finding their voice for the first time. Learners now display leadership skills. We have learnt things about our learners that I don’t think we would have without doing this course. Thank you once again Yasmine and Abubakr. SHAHEEDA DARCY
Shukran, for developing and harnessing in us the skills and confidence, to utilize the tools presented in the course… You’re an amazing inspirational educator and mentor… M KAMALIE
Since I have been involved with iLabs I have only gained, I have never experienced this type of stimulating learning. SHAIKH FEROZ MOHAMED
DEVELOPED BY: YASMINE JACOBS & ABUBAKR SHABUDIEN Š iLABs Foundation, South Africa, July 2012 All rights reserved. No part of this work may be reproduced in electronic, print or any form, by mimeograph or any other means, without permission in writing from the iLABs Foundation, South Africa. CONTACT: ilabs.abu@gmail.com MOBILE: +27(0)826983910
IHYA
iLABS
Learning Across Borders
foundation