There are full-length debates on which education can develop a student’s body, mind and soul harmoniously. A section of eastern educationists opine that though the general education system followed across the world is not failing to groom students for different tasks and jobs, but surely it is failing to imbibe students with moral teachings.
This section raises the question of ethics on the one hand. But those, particularly the western educationists, who don’t subscribe to the idea of imparting learners with ethical aspect of every sphere of life, think that formal education should be devoid of any religious education or moral orientation. The persons with general education overtly or covertly depend on the social values. They think that the social norms always will be the same in a society without any erosion. But everyone will concede that with the passage of time and under the influence of the leadership the society changes, be it positive or negative. As the society changes, so people pick up a decadent lifestyle from a decadent society. In absence of ethical orientation a formally educated person sometimes commits offence, failing to live up to ideals of people. I don’t mean all the formally educated persons fail to lead a moral life all the time.
There is a group of people who usually opt for studying only religious education, placing more and more emphasis on moral education. These sorts of educational institutions are grooming their students with general education too. Those who leave such institution like madrassahs usually fail to keep pace with the modern world. They know the ethics of different works but this sort of people all over the world are failing to contribute to their societies, prompting the secular educationists to do a U-turn from moral education. As they are not growing fit for facing the present-day challenges, so the ethical education is not coming to their use. They only know the principles of works but they don’t know how to get the job he has learnt about. But knowing of the rules and ethical aspects of different jobs doesn’t mean such sort of people will never commit an offence. Over the history great men, whom most of the people talk about and follow were icons of great morality, were found to have launched crusade against superstition, decadent lifestyle, immorality, inertia, procrastination and so on.
Failures in their own ways these people often come under lens to be scrutinized. One can’t restrain from doing unethical works from their key official positions and the other knows the ethics of the work but they are not entrusted with the work and they don’t get the important jobs. So, on the question of morality and total contribution, both of these groups are failing to contribute to the society. In line with the failing to deliver by both streams of education — school and madrassah — Dr Zakir Naik came up with the issue to address the problem and dreamed of establishing a good school which will combine these two things — morality and formal education—together. So Islamic Research Foundation set up Islamic International School in Indian city Mumbai, aiming at creating Muslim scientist, educationist, doctor, engineer and also Muslim orator who on the one hand will hold key positions in the world and discharge their duties with great dexterity and will stand head and shoulders above his fellows.
People belonging to diverse religions may differ on the education policies. A few religions have their strong opinions on the process and philosophy of educating children. As Islam is a complete code of life so the latest religion has its own theory of teaching and learning. Muslims in their Golden Age used the education process outlined by Islam and its prophet Muhammad (PBUH) and produced leadership like Umar, Abu Bakar, Usman, Ali (radiallahu anhum).
In most cases particularly the schools in Bangladesh don’t maintain the teacher-student ratio. Even the English language schools in Dhaka, which charge higher from the students but give their teachers a fraction of the amount, don’t maintain the ratio, affecting their education. Even the local dailies in Dhaka front-paged stories on many occasions on helplessness of the guardians who have to look for private tutor for the education of their children, hemorrhaging their money. But IIS strictly maintain the ratio to 1:24 and even in some cases the ratio is reduced to 1:2.
In line with the idea the Islamic International School, Mumbai managed by the IRF Educational Trust, imparts the best of education, in an Islamic environment.
Dish connections, except Peace TV, must be removed from the home of an IIS student and the parents wishing to enroll their wards into the school must be practicing Muslims. Particularly wearing full-length dress along with headgear is a must for the mother of the children.
An objection is that a poor student can’t be admitted into the school as the monthly tuition and other charges were one of the highest in Mumbai. Denying the allegation Dr Zakir says here lies one of the excellence of our school. Those who enroll here to study are all rich outwardly but money is channeled into the account of the parents in need of financial help for their children. This is done to uphold self-esteem of the needy parents even the accounts department of the school doesn’t know who are poor and who are rich guardians.
Dedicated and well-qualified teachers are engaged for all subjects, including those for Arabic and Islamic studies with graduation and doctorates from the Islamic University of Madinah. Full time child psychologist is appointed for child counseling. Teachers of the school draw comparatively higher salaries so that they don’t resort to after school classes popularly known as private tuition for augmenting their income.
The Islamic International School provides Muslim children excellent quality education for their proper all-round development. They are taught moral values, self-discipline and skills to face the dynamic challenges and opportunities of life with care, confidence and commitment.
The school promotes an environment in which the students can learn, understand and practice their “way of life” – Islam, as they strive for excellence in subjects like Mathematics, Science, English, History, Geography and others. It moulds the students’ personalities according to righteous Islamic tenets and inculcates in them the concept of universal brotherhood.
Efficient and high quality teaching and other facilities at the school enhance the students’ striving for their educational excellence. Alhamdulillah, the academic curriculum at the Islamic International School is more comprehensive than most Islamic religious schools, and superior to most reputed English medium schools.
Conceived and developed by Dr. Zakir Naik:
The Islamic International School, Mumbai, has been conceived, planned and developed by Dr. Zakir Naik, the Chairman of the IRF Educational Trust and President of the Islamic Research Foundation, Mumbai.
Dr. Zakir Naik is a medical doctor by training, but internationally renowned as a dynamic orator on Islam and Comparative Religion. He has delivered more than 700 Public Talks in the last seven years in the U.S.A., Canada, Britain, Saudi Arabia, U.A.E., Kuwait, Qatar, Bahrain, South Africa, Australia, Malaysia, Singapore, Hong Kong, Guyana (South America) and many other countries, in addition to numerous public talks in India.
During these lecture tours, Dr. Zakir has interacted with many experts worldwide on school and university education, specially in an Islamic context. He has visited many schools, colleges and institutions of repute in South Africa, U.S.A, U.K., Australia, Saudi Arabia, U.A.E., Malaysia, and other countries, specially those with Islamic orientation, to grasp and incorporate their best in management, administration, teaching methodology and curriculum implementation.
The Islamic International School, Mumbai, has English as the medium of instruction, with Arabic as a compulsory language. In addition to formal subjects such as: English, Mathematics, Science, History, Geography, Language, Computer Studies, its curriculum also includes Islamic Studies subjects, namely Arabic Language, Tajweed and Qir’at, Hifz of the Qur’an, Tafseer of the Qur’an, Hadith Studies, Seerah of the Prophet, Shariah and Da’wah.
The Islamic International School, Mumbai, has English as the medium of instruction, with Arabic as a compulsory language. In addition to formal subjects such as: English, Mathematics, Science, History, Geography, Language, Computer Studies are taught. Formal subjects are taught with an Islamic understanding too, thus enabling the students to relate to the world from an Islamic perspective.
One of the world’s largest and best collections of children’s books on Islam, Islamic CD-ROM’s for children, Islamic audio and video tapes for children, Islamic games for children, approximately 24 students per class, to facilitate better student-teacher relationship and individual attention to students.
Classrooms are air-conditioned and well-equipped to facilitate students’ learning, comfort and concentration.
Congregational prayers offered daily in the school by students.
Modern information and communication technology and audio-visual facilities used to impart education.
Children enjoy Eid parties celebrations and fun time. Students are encouraged to imbibe, develop and practice proper Islamic attitudes and behavior.
Monthly educational excursions are orchestrated.
School uniforms for students are tailored according to Islamic guidelines and healthy eatables provided during short break.
Extra curricular activities include swimming coaching, from basic to proficiency levels with separate facilities for the boys and girls. Martial Arts training in Taekwando by an experienced 6th Dan Black-Belt, with separate timings for boys and girls. A reputed pediatrician regularly checks up students and boys and girls attend the same classes together only till primary section. Separate premises for boys and girls in the secondary section as the students of single sex educational institutions do better results in public examinations. Comfortable school bus covers major residential areas of the schoolchildren as the school is located near Mazagaon, in Mumbai.
Admissions are open for the Nursery to 10th STD and admissions are completed for a session before June when an academic year starts.
In fine we want to ask how many things a student can learn? What the learning capacity of the poorest student on the planet? How many information can that poor student keep in his memory? If a student is ill he is exception and he needs to be admitted to an infirmary or hospital not in a school. In the present world of contradiction and double standards such a school may be a lighthouse that will warn and guide individuals and the educational institutions to make the best use of human resources successfully through the fusion of general and moral education.