MUSLIM EDUCATION IN UGANDA

Keynote address byDr. Ahmad Kawesa Sengendo

IntroductionWhy Education?

• It is the current human imperative – parallel to

Use of stones

Discovery of fire

Domestication of plants & animals

Discovery of penicillin

Discovery of the Printing press

The steam Engine

The wheel

The Chip

Introduction (cont’d)

• The Chip ushered in the Computer Revolution that lead to the Information Age, which in turn created the current Knowledge Society.

Introduction (cont’d)

• In a KS, wealth is created not so much in industries as in research & development laboratories & centres.

• World Bank asserts:“The welfare of nation

can not be greater than the education of its peoples.”

History of Muslim Education in Uganda

• Closely linked to the Introduction of Islam in Uganda.

• Accident of commerce

• No well planned & deliberate daáwaprogram.

• Lacked a mission & vision.

• Pursuit of personal world gains was the key motive.

Introduction (cont’d)

• The World Bank further asserts that:

“Poor nations are not only poor in wealth but also poor in knowledge.”

• There is a 1:1 relationship between levels of education & socio-economic development of nations.

Islam on Education• Islam is a Deen – which gives

acquisition of knowledge the No. 1 priority in the life of a Muslim.

• “Read! In the Name of your Lord Who created (all that exists).

• He created man from a clot ( a piece of thick coagulated blood).

• Read! And your Lord is the Most Generous.

• Who has taught (the writing) by the pen.

• He has taught man that which he knew not.”

• Surat Al-Álaq (96) Verses 1 - 5

Islam on Education• There is no dogmatic

belief in Islam. Knowledge precedes action.

“The sleep of a learned man is better than the prayer of an ignorant follower.”

“To seek knowledge is compulsory on every Muslim.”

History of Muslim Education in Uganda

• No organised school system• Sheiks were the centres of

learning – in their houses or verandahs (kifugi)

• The Verandah Schools were transferred to the small mosques that existed then.

• When the numbers increased , some Quran schools were built next to mosques.

• To this day many Muslim schools are next to a mosque.

The Early Qurán Schools

• Started to ensure the teaching of Islam

• Curriculum comprised basics of Islam – wudhu, swalah, memorisation of Qurán, a few ahadith, a few other basics. It was not standardised. Each mullah taught to the level of his knowledge.

• The teachers were not professional teachers.

• Rote learning was the key method

The Early Qurán Schools

• The graduates of the Qur’an schools would go & be mullahs & Immams in their own right.

• The Qur’an & verandah schools kept the candle of Islam in Uganda burning. Preserved Islam.

Introducing Secular curriculum

• Secular studies were introduced by Christian missionaries in Uganda. Many of the first Muslims to join secular studies were required to convert to Islam as a pre-requisite. This made the Muslim parents to shun secular schools.

Role of UMEA

• UMEA was formed in 1937 & one of its core aims was to integrate secular studies in the Muslim schools.

• 1964 had established

180 Primary schools

1 secondary school

1 TTC

Current Status

• 1962 there were 2 Muslim graduates

• --- Primary Schools

• --- Secondary Schools

• 03 PTCs

• 04 Vocational TI

• 02 Nursing schools

• 01 + 02 Universities

Current Status II

• Many Madarasa Schools have dual curriculum

• Curriculum still not standardised

• Most teachers still untrained

• No standardised exams • Certificates not

recognised by Gov’t• Desired graduate still not

properly defined.

Current Status III

• Many of the Madarasa Schools have poor facilities – some have very good facilities.

Tahfidh Schools

• This is recent phenomenon –last 10 years.

• Teaches Memorisation of Quránfor both adults and children.

• Partly to address the challenges imposed upon Muslims by some of the UPE Policies

• Number is increasing but trained teachers are few.

• What next after memorisationof the Qurán?

Regional Imbalances

• Most schools are in Buganda & Busoga

1 SS in Karamoja

1 SS in Teso region

2 SS in Bunyoro Region

• Facilities for most upcountry schools are not good

Ong ara

Kawo PS

Teachers

• 52.65% of teachers in Muslim Primary schools are non-Muslims.

• Busoga Region – Primary Schools

School Type Muslims Non-Muslims

Total

Gov’t Aided 3 17 (28%) 820 (72%) 1137

Qur’an 655 (68%) 311 (32%) 966

Private 221 (46%) 262 (54%) 483

All 1,193( 46 %) 1,393 (54%) 2,586

Teachers II• Kaliro District has 01 Muslim teacher & 29%

Muslim pupils in the Gov’t aided schools!

• Over 70% of the Gov’t aided Schools do not teach Islam.

• Most Muslim teachers in Muslim secular schools cannot teach Islam.

• 39.11% of the teachers in our schools are either licensed or have no paper qualifications at all.

Teachers III

• Terms & conditions of service for teachers –especially in rural & private schools are very bad.

Classroom

Staff RoomTeacher’s House

Teachers IV

• Teacher training curriculum is secular

• There is need to the philosophy of education in the Islamic World view paradigm.

• There is need to redefine the purpose of education for both teachers & learners.

• Teaching for & in a knowledge society demands for a paradigm shift in the way teachers are trained.

Teacher V

• In the era of UPE & USE & massification of HE,

• And given the limited facilities available for the increasing numbers, there is need to retrain teachers.

Teaching facilities

• 20.40% primary schools had a library; 44.50% of Secondary schools.

• 5% primary schools had enough textbooks; 13% of SS.

• 3.4% of PS had internet connectivity for teaching; 9.7% of SS.

• Most the books & other learning materials are written by non-Muslims

Vocational Training

• We have very few technicians of all types.

• India’s Vision 2020 –200 million graduates, 300 million technicians.

Higher Education

• 01 Islamic University vsover 20 Christian founded or Christian dominated universities.

• 1 + 1 private universities founded by Muslims

• 3,163 (< 10%) Ugandan Muslim students at Makerere University in 2009/2010 academic year.

Higher Education

• Over 20,000 graduates,

• 300 masters

• 70 Ph.Ds

• There are < 10 Muslim professors in Uganda.

• Participation in science still very low

• Drop out rates due to lack of fees is high.

Leadership Challenge

• Many schools are loosing land

• The only Muslim secondary school in Soroti was closed by Muslims

• Transfers of headteachers & teachers is always controversial

• No body seems to be control of Muslim schools

What should our children learn?

• We need to re-examine the curricular needs that would best prepare our children for the challenges of living and working in a KS of the 21st Century.

• With rising Islamophobia in globalised world, how best can we prepare our children so that they part of the solution & not part of the problem in a turbulent world?

The Dichotomy Trap

• Secular vs Islamic knowledge.

• Western Vs Islamic values

• The identity crisis-Qurán Schools where Qur’an is not taught at all; Muslim Schools that are rented out to Non-Muslims.

The Good Side

• We have made tremendous progress

• Great awareness of the importance of Education

• Those kids studying under trees just make one statement: We shall overcome the odds.

Conclusion

• We live at a time of great challenges and opportunities.

• In a KS where information is the critical factor of production, education is the key imperative of our time.

• We therefore can not leave the education of the Muslim community in Uganda to chance. We do so at our own peril.

Conclusion II

• A community commits suicide if it fails or refuses to guarantee the future of its children.

• We must of necessity, join efforts and resources to give ALL our children adequate & comprehensive education.

Would you like your child to be in this school?

Conclusion III

• Yesterday is history,

• Tomorrow is a mystery,

• Today is a gift – that is why they call the present.

• The future has already arrived – only that it is not evenly distributed.

• We must begin today to secure the future well-being of the Muslim Community in Uganda. In this struggle, thee should be no by-standers.

Thank you