بسم الله الرحمن الرحيم
Hizb
ut-Tahrir Wilayah Pakistan has issued a Publicized Policy Position (PPP)
regarding the ineffective and inadequate education in Pakistan. It
outlines how the Khilafah will restore the Ummah to its former position of
being the global leader in knowledge and research, through implementation of
Hizb ut-Tahrir's Constitution for the Khilafah.
A. PREAMBLE:
Education
in Pakistan is inadequate and corrupted, causing misery and preventing progress
Since the creation of Pakistan, education has been
woefully neglected and corrupted, leading to tens of millions our sons and
daughters being deprived of an education that Islam has mandated as a right for
them. A British colonialist education has divided empirical sciences from
Islamic education to form two separate institutions, main stream schools and
madrassas. This has continued to be implemented in almost the same format,
without consideration of Islam's viewpoint on this matter. In Islam there is no
detachment of religion from life, unlike Western civilization. Islam is the
basis for all of our actions and viewpoints upon life. However, the current
education seeks to produce on the one hand “worldly” people, who do not hold
Islam as a world view, and on the other, a clergy that was not able to apply
Islam to practical life. This
dichotomy has led to a decline in our thinking, the adoption of western
concepts, the development of western sentiments, the loss of competent ulema,
intellectuals and sincere politicians. And that is why people cry that there is
a “vacuum in leadership.” The
current education policy aims to keep Islam out practical life and make it an
academic subject, whereas Islam mandates the development of dynamic, sincere
and aware Islamic personalities. Thus the Khilafah cultures people by Islam in
a manner that they are able to apply Islam in their political as well as
individual lives. And they know the purpose of their life in this world is to
worship Allah سبحانه و تعالى،,
rather than divorcing Islam from political life. This ensures that the sons and
daughters of the Ummah look to
their Deen to provide solutions to the problems the Ummah faces, economically,
politically, internally and externally. It is this that allowed an
Islamic civilization that was a beacon of light for over a millennium. The
state produced brilliant sons and daughters, pioneers and leading authorities
in fields as diverse as mathematics and medicine, jurisprudence and astronomy.
Arabic language, the official language of the Khilafah, became the mark of the
educated men and women of the world. And the cities of the Khilafah were the
favored destination for education of the European elite.
In
addition, the current system propagates incorrect teaching methods, a focus on
abstract rote learning, rather than conceptual development, by linking thoughts
to feelings in a way that matters are vividly clear. It is this which has led
to a departure from rational thinking which was the hall-mark of Islamic
civilization for centuries. Furthermore, there is a scarcity of proper
facilities in schools, with neither professional nor qualified teachers
available. In many schools, major subjects are studied in a language that is
not the first language of the students. Pakistan in 2012 was ranked 113th
among 120 countries for literacy. The failures of government policy and funding
have led to a boom in the private sector education, with even private
universities becoming common, thus increasing the financial burden on
parents. Moreover, the majority of parents feel the need to employ a
tutor or send their children to a tuition academy thus multiplying the time,
effort and cost of education. Due to these deficiencies most capable students
desire to travel to the West for university education. As a consequence,
Pakistan and other Muslim countries lose valuable talented youth from serving
the Muslim Ummah in a “brain drain.” And there is no reason for them to return
to Pakistan for they acquire an education that is beyond what industry and
agriculture can benefit from here, as the government has failed to link
research to industrial and agricultural needs.
B. POLITICAL
CONSIDERATIONS: Education
in Pakistan has been a tool of colonialist policy for separating the Muslims
from their Islamic Aqeedah, Islamic heritage and hindering revival and
progress.
B1. Colonialist policy was to implement an education
policy consisting of curricula that has the objective of severing the link of
the Muslims with their Aqeedah, by promoting the concepts of secularism,
liberalism, democracy, man as a sovereign legislator and other western
ideological concepts. Its foundations were laid by the British during their
occupation and today it is closely supervised by America, Europe and
colonialist institutions such as the World Bank. Thus the textbooks developed
by the government and those used by private schools, are specifically designed
for Pakistan, but written by Western academics. They have an agenda to create
an image of Islam as a religion only. They reinforce corrupt concepts of
Western intellectuals, philosophers and scientists and promote a love for
Western literature and way of life. The aim is to produce secular
personalities that refer to the Western ideology of capitalism and man-made
law.
B2. In the current Madrassa system, Islam is taught
in a theoretical manner and no link is established to reality. The
syllabus in the Madrassa has over the years been downsized to contain Islamic
rulings related to Ibadah and Akhlaq only, with some mention of inheritance,
Nikah and Talaq. Other Ahkam related to muamalat, economic transactions,
foreign affairs and matters related to ruling and accountability have been
neglected.
B3. Government funding is not adequate to ensure the
availability of resources, facilities and competent trained teachers for
producing research, technology and progress.
C. LEGAL
INJUCTIONS: Developing education according to the Islamic Aqeedah.
C1. The Islamic state will take
the responsibility of educating the sons and daughters of the Ummah. It will
have the prime objective of establishing an education policy that will develop
Islamic personalities with a strong Aqliyah and Nafsiyah. Thus it will develop the curriculum in such a way as to
produce thinking skills, analytical thinking and a desire in the student to
study knowledge for the sake of gaining reward and pleasing Allah سبحانه و تعالى as well as making meaningful contributions to
society. In its “Introduction to the Constitution,” Hizb ut-Tahrir has adopted
in Article 170, “The Islamic Aqeedah is
made the basis for the education curriculum, so it is made the criterion for
adopting information from the angle of confirming it as true and believing in
it, and not simply from the angle that it is simply information”
C2. Empirical sciences will be
emphasized in every level of education with the objective of producing new
research, development and technology, so that the Khilafah leads the world in
industrial innovation, health, architecture and other practical demands of
human existence. Science and technology will be linked to the practical need
and drive for it, such as industry, agriculture and health-care. This is what
will ensure that the doctors, scientists and engineers that the Ummah already
possesses are put to best use. It is this marriage of capable sons and daughters
with a grand purpose that will produce an explosion in creativity and
productivity, propelling the Khilafah as a leading power. As for cultural sciences, they are taught at the primary and
secondary levels according to a specific policy which does not contradict
Islamic thoughts and rules. In higher education, these cultural sciences are
studied like other sciences, provided they do not lead to a departure from the
education policy and its goal. In its “Introduction to the Constitution,” Hizb-ut-Tahrir has adopted in Article 174
regarding the cultural sciences, “Since
learning what causes a deviation and weakness in the beliefs easily influences
children, it is therefore prohibited to teach anything of these types of
knowledge in the primary and secondary stages of education”.
C3. An equal amount of time
will be dedicated to Arabic and the Islamic sciences so that the children will
be grounded in the fundamental tenets of the Deen and apply Islam
practically. The Islamic culture will be taught at all levels of
education. Our most brilliant sons and daughters will be encouraged to become
jurists in order that the understanding of Islam in practical life is in the
best hands. In its “Introduction to the Constitution,” Hizb ut-Tahrir has
adopted in Article 173 that, “The
goal of teaching all of this knowledge in the school stage is to build the
Islamic personality of the student, and to prepare him to enter into the realm
of practical life, or to prepare him to continue higher studies in order to
create distinguished personalities, which are necessary to raise the
intellectual and scientific level of the Ummah, and to prepare it to lead the
world to take all the people from the darkness of disbelief to the light of
Islam, and from the oppression of man-made law to the justice of the Shari’ah
law”. In Article 175 Hizb ut-Tahrir states, “The evidence for the article is
the action of the Messenger (saw), since
he (saw) used to teach the rules of
Islam to men, women, the elderly and the youth, which indicates that Islam
teaches every generation, and so it is learnt at all levels of education”.
C4. The
Khilafah state will provide facilities for schools and training programs for
teachers to increase subject knowledge, as well as acquire rational teaching
methods to facilitate learning. Education will be offered from primary
level to higher education and an emphasis will be given to research. For educational funding, the
Khilafah will restructure revenue generation according to the Shariah rules to
accelerate educational progress. It will generate huge revenues from public
properties such as energy and state enterprises such as large scale
construction and manufacture of machinery. It will establish Zakah on industry
and Kharaaj on agriculture and end the oppressive income and sales tax that has
strangled economic activity. It will also refuse to pay the interest based
loans from the colonialists and others, which eat a third of the expenses of
Pakistan as debt-servicing, in the knowledge that the loans have been paid many
times over due to interest. And if this were not enough to fulfill its
obligations, it will seek emergency wealth taxation, only from those who can
meet their basic needs and some luxuries as well. The Khilafah will raise the
Ummah again as a beacon for knowledge as it was for centuries. In its
“Introduction to the Constitution,” Hizb-ut-Tahrir
has adopted in Article 179 “whatever is necessary to accomplish a duty is in
itself a duty”. Libraries, laboratories
and the rest of the means of developing knowledge are part of the affairs of
the Ummah which the Imam must govern, and if he falls short he is accounted
over it”.
D. POLICY: Education that the Ummah deserves
D1.
Education at primary and secondary levels will be provided free of cost to
every child, male and female. Where possible, the Khilafah State will
endeavour to provide free or low cost education at university level.
D2. There
will be no distinction and separation of schools and Madrassas. All
educational institutes will carry the same objective and the same curriculum.
Private schools can be established if they are in accordance with the adopted
curriculum.
D3. The
curriculum will promote the values of Islam only and will not include any concept
that will deviate the Muslims from the true understanding of their Deen.
D4.
Teacher training will be instituted to allow teachers to develop the correct
teaching methods in order to impart rational thinking, develop creativity and
achieve the objective of the education system which is to develop Islamic
personalities.
D5.
Funding will be made available to increase facilities such as libraries,
laboratories and research centres. Students will be given incentives to
stay in the Muslim lands and contribute to the revival and progress of the
Muslim Ummah.
Hizb
ut-Tahrir 14
Rabii uth-Thaanee, 1434 AH
Wilayah Pakistan 25
February, 2013
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