Reimagining Muslim Education in Sri Lanka: A Vision for the Next Generation - With MJM Mansoor

Описание: Upgrading Muslim Schools in Sri Lanka: A Strategic Roadmap for Educational Excellence and Community Empowerment
Introduction

Education has always been central to the intellectual, moral, and socio-economic development of Muslim communities in Sri Lanka. From traditional madrasa education to government-assisted Muslim schools, the community has historically invested in learning as a means of preserving faith, identity, and social mobility. However, in the contemporary era—characterised by rapid technological change, global competition, and evolving labour markets—many Muslim schools in Sri Lanka face serious challenges that limit their ability to prepare students for higher education, employment, and responsible citizenship.

Upgrading Muslim schools is not merely an educational necessity; it is a strategic imperative for community upliftment, national integration, and long-term sustainability. This paper outlines the key challenges facing Muslim schools in Sri Lanka and proposes a multi-dimensional roadmap to upgrade them in line with modern educational standards while preserving Islamic values and cultural identity.

1. Understanding the Current Challenges
1.1 Infrastructure Deficiencies

Many Muslim schools, particularly in rural and semi-urban areas, suffer from inadequate infrastructure:

Poorly maintained classrooms

Lack of science laboratories and ICT facilities

Insufficient libraries

Limited sports and extracurricular spaces

Such conditions directly affect learning outcomes, student motivation, and teacher performance.

1.2 Quality of Teaching and Teacher Training

A major challenge is the shortage of well-trained teachers, especially in:

English language

Mathematics and Science

ICT and emerging technologies

In some schools, teachers lack continuous professional development opportunities, resulting in outdated pedagogical methods focused on rote learning rather than critical thinking.

1.3 Curriculum Imbalance

Muslim schools often struggle to strike a balance between:

National curriculum requirements

Islamic studies and moral education

In some cases, Islamic education is treated as an add-on rather than being integrated holistically into students’ intellectual and ethical development.

1.4 English Language Proficiency

Limited English proficiency remains one of the most significant barriers for Muslim students, restricting access to:

Higher education

Professional careers

Global knowledge resources

This language gap perpetuates socio-economic disadvantage.

1.5 Governance and Leadership Issues

Some Muslim schools suffer from weak governance structures due to:

Politicisation of school management

Lack of professional leadership training for principals

Minimal accountability mechanisms

2. Vision for Upgrading Muslim Schools

The goal of upgrading Muslim schools should be to create value-driven, academically excellent, and future-ready institutions that:

Produce morally grounded, confident Sri Lankan Muslims

Equip students with 21st-century skills

Promote national harmony and civic responsibility

This vision requires a holistic transformation, not piecemeal reforms.

3. Strengthening School Infrastructure
3.1 Modern Learning Environments

Key priorities should include:

Renovation of classrooms with proper lighting and ventilation

Establishment of science and computer laboratories

Creation of well-stocked libraries with digital access

Public–private partnerships, zakat funds, waqf institutions, and diaspora contributions can be mobilised for infrastructure development.

3.2 Digital Transformation

Every Muslim school should aim to:

Introduce smart classrooms

Provide internet access

Integrate e-learning platforms

This became especially urgent after the COVID-19 pandemic exposed deep digital inequalities.

4. Improving Teacher Quality and Professional Development
4.1 Continuous Teacher Training

Teachers should receive regular training in:

Modern teaching methodologies

Student-centred learning

Assessment for learning (not just exams)

Collaboration with universities, teacher training colleges, and NGOs can support this.

4.2 English and STEM Teacher Development

Special programmes should be introduced to:

Improve English fluency among teachers

Train science and mathematics teachers in practical, inquiry-based learning

Incentives such as scholarships and career progression pathways can help attract quality teachers.

4.3 Integrating Islamic Pedagogy

Islamic studies teachers should also be trained to:

Use critical and reflective teaching methods

Relate Islamic values to contemporary issues such as ethics, citizenship, and environmental responsibility