Are Islamic Schools leaving our children behind?

In Canada, the debates surrounding religious education revolve around whether or not they provide nourishing atmospheres of growth and tolerance for children compared to public schools. In an environment where the rates of students enrolled in religious education systems increase, the research done on this subject is scarce to say the least. Having been unsuccessful in my search for a person within Canadian institutions to interview I turned to Rahila Bashir who has been working as an educator in the primary education sector for the past ten years in both Islamic and public schools in the United Kingdom. I chose to talk to her because Islamic schools in the UK are emerging out of the growing pains that Canadian Islamic schools are facing. Having an established Muslim community, they have been successful in reforming their educational institution. I sat down with her in order to better understand the challenges faced by Islamic schools.

Is there is a difference in the quality of education that is provided by Public as opposed to Islamic schools?

Yes, there is a difference between the educations provided by both and there are a number of factors for this. A few include: funding, resources, and qualified or experienced staff. Public schools have far greater funding so they are able to provide for both staff and pupils not just the basic needs, but the extra–curricular learning facilities such as clubs, school outings, and professional teacher training schemes. In Muslim schools the basic needs are a priority. In state schools resources are purchased without delay and all subject equipment is accessible, but in a Muslim private school, resources are often restricted giving children limited access to equipment in important subjects such as science, computers, physical education and the arts. Public schools cover the government set guidelines and highly trained teachers and administrators are constantly updating the curriculum with improved methods of healthy teaching and learning across the country with one set framework.

Do you feel that it is important for children to experience the public schooling system?

In the public schooling system children learn within a multicultural environment. I think this is one important point which Muslim educators need to keep in mind when opening up and running a Muslim school in their neighbourhood. Children must interact with others of all faiths; this will help to build their confidence and to promote dialogue rather than segregating them from the rest of society. Muslim schools, with time, are learning to recognize the important need to encourage regular workshops, which help develop social skills in the children especially when it comes to interacting with the wider society.

Is there concern over Islamic schools attracting qualified and dedicated teachers?

Islamic schools need to depend on their community for funding and the majority have attempted to build their separate curriculum guide. Despite showing interest for working within Muslim schools, many qualified Muslim staff instead have to work in public schools to cover the expense of other priorities in life, therefore in some Muslim schools; unqualified staff are trained for the job. These factors affect the quality of education delivered to the children.

Based on a lack of a solid curriculum, emphasis is placed on different aspects, such as memorizing the Quran or general academic excellence. Is it possible to combine all these expectations into a functional, quality system?

This is an excellent point to highlight. It is possible to bring all the expectations together into one quality system but it will take sufficient time and valuable feedback from those who already work in the education sector and have experienced where matters need to be improved and what elements of teaching are a cause of concern or are lacking in the system. The board of Schools, the education workers, the trustees, management, and subject coordinators will need to come together to share their ideas and experiences. This will help improve and develop the overall vision, commitment, and objectives decided by all those who have set up and run Muslim schools rather than working separately, causing some schools to race ahead leaving others behind. The fact is that all Muslim schools have the same purpose and initial objectives. This makes it both possible and easy for them to offer help to one another. At some point, however, Muslim schools do feel that they are in competition but this should be left aside for the welfare of the ummah at large. We should stay united with our similarities and not be divided by our differences.

How has this affected the quality of the education provided?

This is a very important point which cannot be ignored. Many Muslims decide to open a school out of the concern for the welfare of their children and although they have good intentions at heart, they are lacking the necessary skills and knowledge to operate such a demanding institution. Strong leadership and decision making skills are essential whether the educator is the principal or a new teacher. Leadership in different roles, responsibilities, and duties were frequently highlighted as concerns in school reviews or meetings.

Based on the other articles that you have written, you are a firm believer in faith–based schools and the need for people to understand that they offer high education standards. What are some of the ways that this misconception about Islamic schools can be addressed?

My experience has helped me to identify where the strengths and weaknesses are apparent in primary Islamic schools. Independent schools have become an important issue for people of other faiths and not just for Muslims. Many Muslim schools do not have the objective to ’out run’ other faith schools; rather their focus is to look after the children of our ummah and provide a balanced fruitful educational experience within the Islamic faith.

More specifically, are Islamic Schools addressing the special needs of student effectively, or do you see a trend where parents of such students would rather send their children to public schools based on better provisions for special needs?

The special needs of children are very well addressed in public schools and there is a constant debate for better, supervised provisions and facilities to cater to both the social and educational needs of these children. Muslim schools have no reliable facilities at present which can address students with significant special needs. Again, this is because the schools have started from essentially nothing and are building with time and effort. There will be a time in the future where more consideration and assistance will be given to Muslim parents who have children with special educational needs. At the moment, Muslim schools advise parents to enroll their child in a public school where high professional facilities with qualified, experienced staff can handle and maintain the development of the child in the best provided care.

Do you have any closing remarks or advice?

Open dialogue is the key to success. Being reserved keeps your institution as well as its students isolated from the outer society. On the other hand, being open to attend events and talking to non Muslims helps people of other faiths feel more comfortable. Public and Islamic educational systems must learn to co – exist, and create an atmosphere that encourages cooperation. Interaction between the two will ensure continued growth and opportunities for learning.

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