" the current state of knowledge Of Muslims And the role of “Muslim Teachers "

1. "the current state of knowledge Of Muslims And the role of “Muslim Teachers " Seminar on Role of Muslim Teachers In The Restoration of Lost Glory Held On 20th April 2013 At CTY GROUP OF SCHOOLS IBADAN Presented By Dr. M.O.A.Mustafa

2. Position of KNOWLEDGE in Islam • To seek knowledge is a sacred duty, it is obligatory on every Muslim, male and female. The first word revealed of the Qur?an was "Iqra" READ! • Knowledge is identified in Islam as fundamental aspect of worship

3. IMPACT OF ISLAMIC ON WORLD EDUCATIONAL LANDSCAPE • Muslim scholars during the Golden Age develop trigonometry into its modern form (simplifying its practical application to calculate the phases of the moon), advances in optics, and advances in astronomy • Muslims advanced Navigational Sciences • Muslim sailors were also responsible for reintroduction of large three merchant vessels to the Mediterranean • .

4. IMPACT OF ISLAMIC ON WORLD EDUCATIONAL LANDSCAPE • Medicine was a central part of medieval Islamic culture. • Abu al-QasimKhalafibn al-Abbas Al-Zahrawi. Was regarded as the father of Modern Surgery;he was the first to identify ectopic pregnancy and haemophilia. • Ali ibn al Abbas was regarded as father anatomic physiology • .

5. IMPACT OF ISLAMIC ON WORLD EDUCATIONAL LANDSCAPE • The first three oldest Universities of the world are own by the Muslims . • -Al- Karaquine Located in Fes, Morocco.-founded in 859 • -Al-AzharUniversity in Egypt. Founded in 970-972 • -Al-Nizamiyyain Baghdad. Founded in1065

6. Major Cause of Decline in holistic education Across Muslim Countries • .The Crusaders were the first Pressure against the advancement of Islamic Knowledge. • Mongolian invasion was another factor • Most Devastating was the Colonisation of the Muslim countries

7. Impacts of Colonization on Muslim Countries • .

8. Impacts of Colonization on Muslim Countries

9. Impacts of Colonization on Muslim Countries Imposition of educational systems of the Imperialists colonization

10. Impacts of Colonization on Muslim Countries Value based education of Muslims gave way for the educational system that aimed at producing materialistic individuals. Consequently, Muslim children are coming out of schools with values that are diametrically opposed to that of their parents.The drive for knowledge also fast declining.

11. Evidence of Educational decadence in Modern Muslim countries • As at 2012, Nobel Prizes have been awarded to over 800 individuals,[2] of whom at least 20% were Jews, althoughJews comprise less than 0.2% of the world's population.[3 • The Global Jewish population is aproximately 13.2 million or about 0.2% of the world population.  Jews received the following 166 Nobel Prizes: For Example See the list in Medicine. Source: Jews Internet Defense Force (JIDF)

12. Evidence of Educational decadence in Modern Muslim countries • Medicine:1908 - Elie Metchnikoff1908 - Paul Erlich1914 - Robert Barany1922 - Otto Meyerhof1930 - Karl Landsteiner1931 - Otto Warburg1936 - Otto Loewi1944 - Joseph Erlanger1944 - Herbert Spencer Gasser1945 - Ernst Boris Chain1946 - Hermann Joseph Muller1950 - Tadeus Reichstein1952 - Selman Abraham Waksman

13. Evidence of Educational decadence in Modern Muslim countries • 1953 - Hans Krebs1953 - Fritz Albert Lipmann1958 - Joshua Lederberg1959 - Arthur Kornberg1964 - Konrad Bloch1965 - Francois Jacob1965 - Andre Lwoff1967 - George Wald1968 - Marshall W. Nirenberg1969 - Salvador Luria1970 - Julius Axelrod1970 - Sir Bernard Katz1972 - Gerald Maurice Edelman

14. Evidence of Educational decadence in Modern Muslim countries • 1975 - Howard Martin Temin1976 - Baruch S. Blumberg1977 - Roselyn Sussman Yalow1978 - Daniel Nathans1980 - Baruj Benacerraf1984 - Cesar Milstein1985 - Michael Stuart Brown1985 - Joseph L. Goldstein1986 - Stanley Cohen [& Rita Levi-Montalcini]1988 - Gertrude Elion1989 - Harold Varmus1991 - Erwin Neher1991 - Bert Sakmann1993 - Richard J. Roberts1993 - Phillip Sharp

15. Evidence of Educational decadence in Modern Muslim countries • 1953 - Hans Krebs1953 - Fritz Albert Lipmann1958 - Joshua Lederberg1959 - Arthur Kornberg1964 - Konrad Bloch1965 - Francois Jacob1965 - Andre Lwoff1967 - George Wald1968 - Marshall W. Nirenberg1969 - Salvador Luria1970 - Julius Axelrod1970 - Sir Bernard Katz1972 - Gerald Maurice Edelman

16. Evidence of Educational decadence in Modern Muslim countries • 1953 - Hans Krebs1953 - Fritz Albert Lipmann1958 - Joshua Lederberg1959 - Arthur Kornberg1964 - Konrad Bloch1965 - Francois Jacob1965 - Andre Lwoff1967 - George Wald1968 - Marshall W. Nirenberg1969 - Salvador Luria1970 - Julius Axelrod1970 - Sir Bernard Katz1972 - Gerald Maurice Edelman

17. Evidence of Educational decadence in Modern Muslim countries • 1975 - Howard Martin Temin1976 - Baruch S. Blumberg1977 - Roselyn Sussman Yalow1978 - Daniel Nathans1980 - Baruj Benacerraf1984 - Cesar Milstein1985 - Michael Stuart Brown1985 - Joseph L. Goldstein1986 - Stanley Cohen [& Rita Levi-Montalcini]1988 - Gertrude Elion1989 - Harold Varmus1991 - Erwin Neher1991 - Bert Sakmann1993 - Richard J. Roberts1993 - Phillip Sharp

18. Evidence of Educational decadence in Modern Muslim countries • 1994 - Alfred Gilman1995 - Edward B. Lewis1994 - Martin Rodbell1997 - Stanley Prusiner1998 - Robert Furchgott2000 - Paul Greengard2000 - Eric Kandel2002 - Sydney Brenner2002 - H. Robert Horvitz2004 - Richard Axel2006 - Andrew Z. Fire

19. Evidence of Educational decadence in Modern Muslim countries • 1994 - Alfred Gilman1995 - Edward B. Lewis1994 - Martin Rodbell1997 - Stanley Prusiner1998 - Robert Furchgott2000 - Paul Greengard2000 - Eric Kandel2002 - Sydney Brenner2002 - H. Robert Horvitz2004 - Richard Axel2006 - Andrew Z. Fire

20. Summary of Muslims and Jews winners

21. ShirinEbadi from iran

22. Muhammad Yunus

23. Tawakel Karman from YEmen

24. Caution • Should we persist in following the same educational program as given by our colonial masters, our children will never regain themselves from moral and spiritual decadence.

25. The Way Forward • Coupled with the challenges of today, we need an educational system which can produce, what the late SayyidAbulalaMawdudi called, "Muslim philosopher, Muslim scientist, Muslim economist, Muslim jurist, Muslim statesman who will become the torch-bearers of Islamic values and play an effective role in the present world.

26. Model Organizational Structure for Islamic SCHOOLS Board Chair of School COORDINATOR Mosque Program PRINCIPAL COORDINATOR Weekend sch COORDINATOR Youth Program Ass Principal Ass Principal (Adm) Technology Coord. Dept Chair Cafeteria Supervisor Secretary/Recptnist Accountant Teachers

27. Characteristics of a successful Islamic school Blue Print of the Future Generation and a future Society Driving Force In Societal Reformation Institution with Ultimate GOAL of producing Graduates Who are Not Only Rich in Knowledge But who are Noble in CHARACTER Vision , Mission and Goals Of the Institution should be solely for the Pleasure of Allah Institution Based of Sound Planning and Controls

28. INGREDIENTS OF SUCCESSFUL ISLAMIC SCHOOL –ADAPTED FROM MUSLIM ACADEMY OF CENTRAL FLORIDA Competent and Willing Chairman Diverse Board With Members Willing to Contribute at least two of Time, Money or Wisdom Competent , Discipline and Independent Management Sound Financial Structure Enviable Team Work

29. Key Success Factors

30. Management Controls For A successful Islamic school Adequacy of Teaching and Supervisory Staff Setting of Overall and Specific Targets Keeping and Monitoring Of Scheme of Work Effective Use of Reward and Punishment System Keeping and Monitoring Of School Diary Effective Use of Time Book Effective Use of External Evaluators Keeping and Monitoring Of Lesson Notes Effective Use of Supervisors

31. What My role as a teacher and as a vicegerent • Every Muslim , in the Islamic world-view is considered a vicegerent (khalifah) of Allah. In her/his capacity as a vicegerent, a Muslims is perceived as a trustee of the earth. • Therefore, as vicegerents, it is our primary duty to promote the deen. An effective teacher is in best position to influence minds towards Allah as well as towards attainment of useful knowledge. • The Significance of a Muslim teacher can be realized from the fact that the Holy Prophet was himself a teacher who taught mankind about the right and wrong, and the religion that defined the Existence and oneness of God..

32. Roles Contd A Muslim teacher is a highly responsible and valued person in Islam. It is his duty to make reforms in the students and guide them from every aspect to lead a respectable, healthy, happy, successful and meaningful life. Students acquire good traits, virtuous behavior, sound trends and equanimity from heir teachers

33. Roles Contd No civilization can rise from mere ideas and concepts but a firm shape in the practical behavior is required by each person in the civilization that acts as a vital element in the development of the nation as civilized people. This is where teachers play their role to educate people about what they do not know The world would only become a better place when people are aware of the virtuous and right teachings of Islam. Therefore, pupils are held as trust by the teachers and they are accountable to Allah.

34. ACCOUNTABILITY ISLAMIC VIEW • Hameed (2000) defines Islamic accountability as the duty of an entity to use (and prevent the misuse) of the resources entrusted it in an effective, efficient and economical manner, within the boundaries of the moral and legal framework of the society and to provide an account of its actions to stakeholderswho are not only the persons who provide financial resources but to groups within society and to society at large.

35. Accountability contd • This Islamic accountability is built on the belief that Muslims have dual accountabilities. Firstly, they have primary accountability arising from the concept of khilafah, which holds that absolute ownership all resources, physical and intellectual, belongs to Allah and that man is just a trustee (khalifah) to these resources. In this regards man is accountable to Allah in dealing with others creatures of Allah, including, animals and environment. Therefore, accountability in Islam is stakeholders focus

36. Accountability contd • Secondary accountability emanates from the contract between the owners of organizations and the paid staff of the organizations. In respect of a school this contract is embedded in the letter of employment. • .

37. As An Islamic Teacher Who Are Your stakeholders • When the phrase was first defined in an internal memo at the Stanford Research Institute in 1963 it was described stakeholders as, "those groups without whose support the organizations would cease to exist". • Thereafter, the term, has been defined in various ways. For example, it is taken to mean someone who has an interest in a deliverable or outcome. • In another way, stakeholdermay refer to a person, group, organization, member or system who affects or can be affected by an organization's actions.

38. Link between Stakeholders and Accountability • The success of modern organization depends on sustainability which can be achieved by considering the needs of stakeholders. (Alam, 2006). • To serve their needs , identifying them is imperative. • The identification of various stakeholders, will help the organisation to respond to the needs of various stakeholders

39. Who are your major stakeholder Groups Islamic Schools The Omnipotent Dependent Stakeholders Discretional Stakeholders Dangerous Stakeholders Definitive Stakeholders Dominant Stakeholders

40. One of the Dominant Stakeholders group • Our Customers : Customers are where the money comes from. Therefore, The purpose of a business is to get and keep customers. The key to successfulcustomer relations is to give them what they need. Effective sales and marketing begins with asking existing and potential customers what they needs. This will help in developing customer loyalty and keeping competitors away.

41. What should you do As AN Islamic Teacher to meet the needs of the stakeholders

42. EFFECTIVE LESSON PLANNING, DELIVERY TECHNIQUESAND CLASSROOM MANAGEMENT SUGGESTIONS Establish a positive classroom environment • Begin lessons by giving clear instructions Be An Exemplary Mentor and Model • Maintain student attention • Evaluate what has taken place in your lesson • Evaluate what has taken place in your lesson • Use appropriate pacing • Provide suitable seatwork

43. Consequences of Your Failure • ISLAM MAY BE GIVEN BAD NAME • NIGERIA‘S IMAGE MAY BE DENTED • IT MAY AFFECT CTY AS AS A MOVEMENT • PLEASE GUIDE ME ON OTHERS

44. Thank You For Your Attention