240518P - GLOBAL TRENDS IN ISLAMIC HIGHER EDUCATION

Presented at a meeting of Nordic and Balkan Researchers in Islamic Studies under the theme ‘Trends in Education among Old and New European Muslim Communities’ held at Skopje in Macedonia 18-19 May 2024 by Dr Omar Hasan Kasule MB ChB (MUK), MPH (Harvard), DrPH (Harvard) Chairman of the Research and Medical Ethics Committees at King Abdullah bin Abdulaziz University Hospital, Riyadh

 

1.0 TWO WAYS OF STUDYING/TEACHING ISLAM

• Study of Islam as ‘aqidat and shari’at with related disciplines in Muslim institutions
• Study about Islam as a society and a culture in Western institutions whose primary aim is to understand the Muslims and the Muslim world with underlying economic and political motivations.
• Direct teaching of ‘aqidat and shari’at from the original sources is not encouraged in Western institutions as it is seen as not being academic but is proselytization

 

2.0 THREE PERPSPECTIVES OF MUSLIM HIGHER EDUCATION INSTITUTIONS

• Study of Islam in Muslim institutions can be seen in three perspectives: the historical, the traditional, and the modern integrated. 
• His paper will be a panoramic survey of the status, challenges and opportunities of these institutions based on personal experience of the author during visits to many Asian, African, European and American countries in the past 3-4 decades.

 

3.0 HISTORICAL INSTITUTIONS

• The historical institutions are continuations of the same institutions from the golden era of Islam
• Middle East (e.g. Azhar)
• North Africa (e.g. Qairwan)
• In South Asia (e.g. Dar Uloom)
• South-East Asia (e.g. Pondok and Pesantren).

 

4.0 TRADITIONAL INSTITITUTIONS

• The traditional institutions were set up in the modern times along the lines of the historical ones but to use modern teaching technologies 
• Islamic University of Madina
• Imaam Muhammad bin Saudi Islamic university in Saudi Arabia.

 

5.0 MODERN INTEGRATED INSTITUTIONS

• The modern integrated institutions are structured like modern Western universities and combine teaching and research in both traditional Islamic disciplines and modern disciplines.
• They may be free standing universities such as the International Islamic University in Malaysia or Islamic studies faculties in modern universities such as the Faculty of Islamic Studies at Sarajevo University.

 

6.0 METHODS

• An internet search was made using the keywords Islamic OR Muslim, Institute OR university, Darul Uloom, Pasentren, Pondok, معهد.
• The selection was classified into three groups: historical, traditional, and modern in Africa, the Americas, the Arab World, Europe, South Asia, and Southeast Asia.
• Then the author selected institutions from each region that he knew personally from previous visits.
• The special and general characteristics of the institutions will be summarized in the presentation.
• The author based on personal experience will discuss the opportunities and challenges facing these institutions.

 

7.0 MUSLIM INSTITUTES OF HIGHER LEARNING IN AFRICA

• AFRICA: Historical - none

• AFRICA: Traditional

Name	Country	Established
1. Islamic University of Kenya	Kenya	2000
2. Darul Uloom Zakariyya	South Africa	1983
3. Darul Uloom Pretoria	South Africa	1990
4. University of Quran & Islamic Studies	Sudan	1990

 

• AFRICA: Modern integrated

Name	Country	Established
King Faisal University*	Chad	1991
Islamic University of Ghana	Ghana	2000
Islamic University Say	Niger	1986
AlHkimah University Illorin *	Nigeria	2005
Katsina Islamic University*	Nigeria	2005
Alhikmah University*	Nigeria	-
Alqalam University (formerly Katsina Islamic University)	Nigeria	2005
Fountain University	Nigeria	2007
Bayero University Kano*	NIgeria	1976
Usmanu Danfodiyo University, Sokoto (University Sokoto)*	Nigeria	1975
International Islamic University of Africa*	Sudan	-
Omdurman Islamic University	Sudan	1912
Muslim University of Morogoro*	Tanzania	2004
Abdulrahman Al-Sumait University, (formerly the University College of Education Zanzibar)*	Tanzania	1998
Islamic University in Uganda*	Uganda	1988

 

8.0 MUSLIM INSTITUTES OF HIGHER LEARNING IN THE AMERICAS

• AMERICAS: Historical

• AMERICAS: Traditional

Name	Country	Established
Darul Uloom Trinidad and Tobago*	Trinidad and Tobago	1984
Zaytuna College Hayward California	USA	1996

 

• AMERICAS: Modern integrated

Name	County	Established
Islamic University of Minnesota	USA	2006
Islamic American University	USA	2002

 

9.0 MUSLIM INSTITUTES OF HIGHER LEARNING IN THE MIDDLE EAST AND NORTH AFRICA

• MIDDLE EAST AND NORTH AFRICA: Historical

Name	Country	Established
AlAzhar University*	Egypt	970/972
Ez-Zitouna University (Zaitouna University)*	Tunisia	737
University of al-Qarawiyyin (also written Al-Karaouine or Al Quaraouiyine)*	Morocco	857–859 (as a mosque), 1963 (as a state university)

• MIDDLE EAST AND NORTH AFRICA: Traditional

Name	Country	Established
Islamic University Madina*	Saudi Arabia	1961
Imaam Muhammad Ibn Saud Islamic University*	Saudi Arabia	1974
Darul al Mustafa Tarim Yaman	Yemen	1997
University of Iman*, Yaman	Yemen	1993

 

• MIDDLE EAST AND NORTH AFRICA: Modern integrated

Name	Country	Established
Islamic University of Gaza	Palestine	1978
Islamic University of Lebanon	Lebanon	1996
Umm al Qura University*	Saudi Arabia	1950
Zarqa Private University*	Jordan	1994
University of Science and Technology	Yemen	1994
Mustansiriyyah University Baghdad	Iraq	1963

 

10.0 MUSLIM INSTITUTES OF HIGHER LEARNING IN EUROPE

• EUROPE: Historical
• EUROPE Traditional
• EUROPE: Modern integrated

Name	Country	Established
Islamic University of Rotterdam	Holland	1997
Russian Islamic University, Kazan	Russia	1998
Cambridge Muslim College	UK	2009
Faculty of Islamic Studies University of Sarajevo*	Bosnia	1977

 

11.0 MUSLIM INSTITUTES OF HIGHER LEARNING IN SOUTH ASIA

• SOUTH ASIA: Historical

• SOUTH ASIA: Traditional (Alimiya and Fazil qualifications)

 

Name	Country	Established
Darul uloom Deoband*	India	1866
Darul Uloom Nadwatul Ulama*	India	1898
Darul Uloom Karachi	Pakistan	1951
Darul Uloom Raheemiya	India	1979
Darul Uloom Naeemia*	Sri Lanka	1980
Jamia Nizamiya, Hyderabad	India	1872
Jamiat al Raza Bareilly	India	2000
Jamia Salafia Varanasi	India	1966

 

•  SOUTH ASIA: Modern integrated

Name	Country	Established
Darul Huda Islamic University Kerala	India	1986
Aligarh Muslim University*	India	1875
Jamia MIllia Islamia*	India	1920
Jamia Osmania	India	1918
Jamia Hamdard	India	1989
Muslim University in Lucknow	India	-
Muslim University in Kolkata	India	-
Muslim University in Hyderabad	India	-
Muslim University in Patna	India	-
Islamic University of Bahawalpur	India	1925
Jamia Hamdard	India	1989
Islamic University of Technology Dhakka*	Bangladesh	1978
Islamic University Kushtia*	Bangladesh	1979
International Islamic University Chittagong*	Bangladesh	1995
Islamic University of Maldives (formerly known as the College of Islamic Studies)*	Maldives	2004
Islamic University of Pakistan Sialkot	Pakistan	2001
International Islamic University Islamabad*	Pakistan	1980
Alhamd Islamic University Islamabad	Pakistan	2005

 

12.0 MUSLIM INSTITUTES OF HIGHER LEARNING IN SOUTH EAST ASIA

• SOUTHEAST ASIA: Historical

• SOUTHEAST ASIA: Traditional

Name	Country	Established
Al Madinah International University	Malaysia	2006
Pondok Pasentren Jakarta*	Indonesia	1995

 

• SOUTHEAST ASIA: Modern integrated

Name	Country	Established
Universiti Islam Sultan Sharif Ali*	Brunei	2007
International Islamic University of Indonesia*	Indonesia	2016
Sultan Agong Islamic University*	Indonesia	1962
Muhammadiyah University of Yogyakarta*	Indonesia	1981
Ahmad Dahlan University*	Indonesia	1994
Islamic University Bandung*	Indonesia	1958
Yarsi University Jakarta*	Indonesia	1967
Universitas Islam Kadiri	Indonesia	1983
Nahnatul Ulama Islamic University	Indonesia	2013
Islamic University Indonesia*	Indonesia	1945
Mohi-Ud-Din Islamic University Islamabad	Pakistan	2000
Sindh Madressat Islam Sindh	Pakistan	1885
International Islamic University Malaysia*	Malaysia	1983
Selangor International Islamic University	Malaysia	1996
University of Islamic Sciences*	Malaysia	1998

 

OPPORTUNITIES BEFORE MUSLIM EDUCATION INSTITUTIONS

• All three types of university are highly supported by the community because they defend the Islamic identity and teach the religion to the young generation.
• They are also supported because of disappointment with western institutions which have educated so many at great expense but Muslim countries have not made commensurate achievements in science and technology

 

CHALLENGE BEFORE MUSLIM EDUCATION INSTITUTIONS

• The main challenge of all three types of university is relevance.
• The historical and traditional seek their relevance to modern technologically developed society.
• The modern attempt the integration of ilm aqli and ilm naqli in the various disciplines.

INTRODUCTION TO THE CONFERENCE ON PESANTREN

• In the current era of globalization and rapid technological advances, Pesantren as traditional educational institutions in Indonesia play an increasingly important role in producing a generation that is qualified and able to compete in the global arena.
• Pesantren is not just a place of religious education, but has become a learning center that covers various aspects of life including formal education, religious, social, and practical skills.
• Along with the times, pesantren have also undergone significant transformations to answer
• The challenges of the times. From the traditional era to the digital era, pesantren continue to adapt and innovate to remain relevant in preparing the younger generation to face various social, economic, and technological changes.
• In order to celebrate and strengthen this transformation, we are proud to present the "International Conference on Pesantren 2024" which will be held for the second time.
• The theme of this conference is "Pesantren 5.0: Transformation of Education, Business, and Technology Towards Sustainable Society" which reflects the spirit of change and innovation

 

SUB THEMES OF THE PESANTREN CONFERENCE

• Pesantren Education in the Digital Age: Building a Relevant and Adaptive Curriculum.
• Entrepreneurship in Pesantren: Encouraging Innovation and Local Economic Development.
• Integrating Technology in Religious Learning: Opening Access and Enhancing Understanding.
• Pesantren and Community Empowerment: Strengthening Economic and Social Independence.
• Business Ethics in Islam: Integrating the Principles of Justice and Social Responsibility.
• Digital Inclusion: Ensuring Fair and Equitable Access to Technology in Pesantren Environments.
• Partnership between Pesantren and Industry: Building Bridges for Employment Opportunities and Business Development.
• Ethics and Technology Innovation: Building Responsible and Sustainable Solutions.