scholarly journals Iqbal and Modern Islamic Educationists Part 2: The Perceived Objectives of Education and Practices on the Ground – A Comparative Analysis

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhammad Abid Ali ◽  
Suhailah Binti Hussien
Keyword(s):  
Comparative Analysis ◽  
Education System ◽  
Educational Philosophy ◽  
Modus Operandi ◽  
Islamic Perspective ◽  
Research Article ◽  
Education Act ◽  
Islamic Belief ◽  
Contemporary Education ◽  
Goals And Objectives

Nations design their education systems to prepare youth for achieving national goals and objectives as perceived by that nation. The education system reflects nations' epistemological, ontological and axiological assumptions. Accordingly, the secular west has designed its educational intervention based on their assumptions and is diametrically opposite to Islamic belief and culture (Asad, 2005).   Our contemporary education system is largely developed by the west on secular assumptions of life and as such is leading our children to develop the Western secular perceptual framework. Iqbal explicates that a dynamic education system based on Islamic percepts is a prerequisite for developing an Islamic individual as well as an effective Islamic ummah. The first part of this research article, Iqbal and modern Islamic educationists, part 1: Perceived Aims and Objectives of education – a comparative analysis, focused on the comparative analysis of aims and objectives of education from an Islamic perspective as perceived by Islamic educationists in Pakistan with that of Iqbal’s, as drawn from his two Persian anthologies of Asrar I khudi (Secrets of the Self), and Ramooz I bikhudi (Mysteries of Selflessness). In the second part, the practices or modus operandi of these Islamic educationists to achieve their perceived aims and objectives of education from an Islamic perspective have been analyzed in the light of Iqbal’s educational philosophy. The findings show that though to some extent the aims and objectives comply with Iqbal’s prescribed aims and objectives of education, but on the ground, the practices which the Islamic educators have adopted, largely from the western approach of education, act as inhibitors to the spirit of those aims and this is not being realized by these educators.

scholarly journals Iqbal’s Inferences from the Qur’an: Objectives of Education for Developing the Individual Self

2017 ◽  
Vol 4 (2) ◽  
pp. 321
Author(s):  
Muhammad Abid Ali ◽  
Suhailah Hussien
Keyword(s):  
Education System ◽  
Qualitative Method ◽  
Islamic Education ◽  
Young Generation ◽  
Islamic Republic ◽  
Islamic Perspective ◽  
The Individual ◽  
Individual Self ◽  
Contemporary Education ◽  
Method Analysis

The Islamic Republic of Pakistan won its independence seventy years ago, yet its education system continues to be secular. If one of the main aims of education is to prepare the young generation for achieving national objectives, it is but imperative for Pakistan to design an education system from the Islamic perspective. Since Muhammad Iqbal is considered to be the ideologue of Pakistan and we find quite inclusive guidelines for developing a framework for an Islamic education system in Iqbal’s writing, it is imperative to explore his literature dealing with education. Two of his analogies Asrar e Khudi and Ramuz e Bikhudi are such works where we find Iqbal providing us with exhaustive recommendations for the same. The aims and directives for achieving goals of education were extracted from these two anthologies by employing qualitative method analysis and using hermeneutics approach under the supervision of a specialist on Iqbal. The results reveal that Iqbal’s concept and methodology of the development of self or individuality conformed to the approach of modern critics of contemporary education, who claim that the prevalent system is at odds with the natural human faculty of creativity.

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

FUNGSI FILSAFAT PANCASILA DALAM ILMU PENDIDIKAN DI INDONESIA

2020 ◽  
Vol 14 (2) ◽  
pp. 209-218
Author(s):  
Indra Gunawan ◽  
Ayu Vinlandari Wahyudi
Keyword(s):  
Science Education ◽  
Education System ◽  
Educational Philosophy ◽  
Human Beings ◽  
National Education ◽  
A Value ◽  
National Education System ◽  
Education Science

Pancasila has critical, fundamental, rational, systematic, comprehensive thoughts and eventually this system is a value. Pancasila provides fundamental and universal foundations for human beings in social, national, and state. Thus, through the philosophical values of Pancasila, the development of science education is expected to make it as main reference to national education system, which takes place as way to achieve goals and national objectives. The method in this paper is descriptive analytical. The data entered is the most relevant and primary related to the study of Pancasila and education science, then analysis is carried out to produce an ideas. The results demonstrate that educational philosophy of Pancasila as the spirit of national education system should actually lived as source of values and reference to planning the development of science education in Indonesia, both theoretically and practically. Keywords: Educational Philosophy; Science Education; Pancasila; Values.

scholarly journals STUDENT INTERNSHIP OF DROHOBYCH STATE IVAN FRANKO PEDAGOGICAL UNIVERSITY AND POLONIA UNIVERSITY IN CZESTOCHOWA – COMPARATIVE ANALYSIS

10.23856/1501 ◽  
2015 ◽  
Vol 15 (4) ◽  
pp. 9
Author(s):  
Mariya Vynarchyk
Keyword(s):  
Comparative Analysis ◽  
Learning Outcomes ◽  
Education System ◽  
Pedagogical Practice ◽  
Holding Period ◽  
State Pedagogical ◽  
Student Internship

Pedagogical practice is an integral part in the education system. This study focuses on a comparative analyzing of pedagogical practice in State Pedagogical University Ivan Franko in Drohobych and Polonia University in Częstochowa and belongs to the field of pedagogy. We explored the basic criteria of pedagogical practice in the education system: basic definitions, general provisions, objectives, learning outcomes, organization and holding period, forms of practice.

scholarly journals The Development of Higher Education in Albania, Problems and Challenges

2019 ◽  
Vol 1 (1) ◽  
pp. p21
Author(s):  
Dr. Mirela Tase ◽  
Dr. Manjola Xhaferri
Keyword(s):  
Higher Education ◽  
Civil Society ◽  
Comparative Analysis ◽  
Education System ◽  
The Other ◽  
Educational Systems ◽  
Higher Education System ◽  
Communist System ◽  
Sensitive Issue ◽  
The Right

Education is considered as one of the main pillars of society. An educated society leads the development of a nation. Education is also one of the areas which is also strongly influenced by it and social change. The fact that the educational systems are in permanent change does not show instability. But rather on the other side, they serve to better adapt the society which is changing. Starting from the beginning the education system in Albania has experienced changes after the collapse of the communist system and the approach of society to these changes has been a sensitive issue. These changes were not very studied, since they were in a very unfavorable environments, in which our education system came from a widespread politicization, and they did not always have the right fruits which was often perceived by us as experiments. These changes have not passed without debate, not only by academics, but also by students and civil society. Methodology: The work is based on a comparative analysis over these three decades, relying also on INSTAT’s statistical data.Main results: In this paper, I will show the transformation of the higher education system and how today the Law on Higher Education after three years of implementation has encountered a number of problems where the state and universities are moving from one to the other and finally that those who suffer the consequences of this law are the Albanian young who are not finding themselves in the Albanian market.

Professional and public accreditation of basic educational programs in the field of railway transport

2021 ◽  
Vol 2 (4) ◽  
pp. 375-378
Author(s):  
S. I. Chaplinsky
Keyword(s):  
Education System ◽  
Educational Programs ◽  
Practical Work ◽  
Railway Transport ◽  
Educational Organization ◽  
Qualified Personnel ◽  
Goals And Objectives

Professional and public accreditation is increasingly included in the practice of interaction between employers and the education system. Topical issues of carrying out the procedure of professional and public accreditation of basic educational programs implemented for the training of qualified personnel in the field of railway transport are considered. The goals and objectives of professional and public accreditation are outlined, practical aspects that help an educational organization to effectively go through the appropriate procedure are highlighted.The presented experience is the result of the author's practical work on the organization of professional and public accreditation of basic educational programs on behalf of employers of railway transport.

The Grievance Redress System under the Right to Education Act

2019 ◽  
pp. 280-329
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Education System ◽  
Current System ◽  
Right To Education ◽  
Education Act ◽  
Right To Information ◽  
Set Up ◽  
The Right

Chapter 5 examines the conceptual set-up of the grievance redress system created by the Right to Education Act, and analyses studies on its performance. It highlights the deficiencies of the current system, and compares it to other, more effective systems such as grievance redress under the RTI Act. The different institutions that are part of the grievance redress system are either not sufficiently independent or do not have sufficient competences to enforce their ‘judgments’. These deficiencies, as well as additional implementation issues, also translate into a malfunctioning system ‘on the ground’. The chapter also examines other grievance redress systems for different state services (for instance, the ones created by the Right to Information Act), highlighting that some of the deficiencies found in the right to education system are actually not universal.

scholarly journals The Correlation of Educational Standards for Museology (Ba)

2019 ◽  
Vol 8 (7) ◽  
pp. 34
Author(s):  
Olga A. Masalova ◽  
Makka I. Dolakova ◽  
Marina A Mefodeva ◽  
Adelya Sattarova
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Education System ◽  
Radical Change ◽  
Educational Process ◽  
Professional Standards ◽  
Educational Standards ◽  
Main Method ◽  
Higher Education System ◽  
The Russian Federation

This article is devoted to the problem of correlation of the higher education system of the Russian Federation in accordance with the requirements of professional standards. The relevance of this problem is due to a radical change in approaches to personnel Museum policy and in the profile system of higher education. The most controversial issue in this study is the fragmentary implementation of professional standards in the field of Museum business and the dependence of the educational process on them. The article reveals the problems of determining the qualification requirements for a number of Museum professions, and assessing the possibility of their solution at the level of the education system. The main method of research is the method of comparative analysis, which allowed to determine the content load of the definitions used and to correlate professional and educational standards in the study area. The materials of the article can be useful for the formation of working curricula in the field of museology and protection of cultural and natural heritage.

Sign in / Sign up

Export Citation Format

Share Document