The World Federation of KSIMC

Salaamun Alaikum,

1. The Draft Curriculum Framework for Madrasah, which was released by the Curriculum Development team of MCE, has been sent to all the teachers in Madaris in Europe, Africa and N America. The framework was produced after a lengthy process of consensus and consultation with religious scholars, educationalists and Madrasah teachers. A detailed review of the major curricula currently used by Madaris globally was also carried out.
   
   
2. The next step was to hold consultation sessions in each region with representatives from Madaris in that region. The purpose of the consultation is threefold:

• To discuss the framework in detail with madrasah representatives and deal with any queries
• To obtain in-depth feedback from the attendees
• To agree the next steps

Consultation workshops have already been held in Dubai, Dar es Salaam (AFED) and Leicester (CoEJ) for the Madaris in those regions. On 21st June 2014, a workshop will be held in Toronto for Madaris in NASIMCO region.
 

3. The Assessment and Evaluation team of MCE has undertaken 4further pilot assessments. These were Shia Ithna’Asheri Madressa, London (2 March 2014), Madrasah Az-Zahraa, Vancouver (9 March 2014), Hydery Madressa, Kampala (22 March 2014) and Al-Hujjat Academy Madressa, Kampala (22 March 2014).
    
4. As part of the continuous improvement of the Madrasah Assessment & Evaluation Process, MCE is working with Madrasah assessors to refine the methodology for Madrasah assessment. One of the tasks has been to critically review the reports of all the pilot assessments undertaken to date. This has resulted in the following 5 key questions which need to be asked about a Madrasah:
   Is the Madrasah:
   • Caring?
   • Responsive?
   • Effective?
   • Well-led?
   • Safe?
     
     Further details will be provided in future issues.
      
5. Application of Neuropsychology in Madrasah Learning Programme

   The purpose of this teacher development programme is to recognize the different needs, styles and thinking approaches of students in their learning journey in order to flex content and method to maximize retention.

   With the help of experts in this area, MCE has developed the programme in two parts – Training the Trainer (8 days) programme and Training the Teachers programme (2 days).
   19 participants: MCE (4), AFED (4), NASIMCO (4), COEJ (7), have undergone the 8-day programme. They have beta-tested the first of two ‘Train the Teacher’ programmes with 16 assessors/teachers in their own regions. After the second beta-test, the first ‘live’ Train the Teacher programme will be conducted in every region in the last quarter of this year.

6. MCE Website
   
   MCE is pleased to announce the launch of its website: madrasahonline.org
   
   
   One of the objectives of MCE was to enable learning resources and good practices to be shared between the Madaris. The website will provide a platform for doing this. Madaris are requested to send their resources to [email protected]for uploading to the website and to complete the website feedback form.  A teachers’ forum has also been set up. Teachers are encouraged to use it for discussing Madrasah related issues with each other.

Brother Naushad Mehrali has been serving as the head of Madressa Centre of Excellence (MCE) since 2011. Having served as a Madrasah Principal and teacher for several years, he feels very fortunate to be given the opportunity to take on this role.

In his discussion with interviewer, Sakina Datoo, Naushad explains how the MCE came about, beginning with a Madrasah Retreat which was held in Dubai in February 2011.  Attended by 82 participants from 25 localities throughout the world, the retreat addressed core issues on our Madrasahs around the world and produced an Action Plan for The World Federation to take forward. Click here to see the full interview .

In the Shia Ithna’Asheri Madressa, Stanmore, the higher education department has engaged the youth of the Madrasah (14-17) in an effective manner through workshops covering a wide range of topics. The level of engagement is innovative in content, with a student centred approach that was both practical and effective in delivery.
For example, a SMILE day was organised where the learners explored verses of the Holy Quran and hadith on the care for the environment and looked at their own carbon footprint and ways to reduce it to make better stewards for Allah's creation. They were then asked to share the learning with colleagues.