Schools and Education in Rochester MN

Posted by admin on July 3, 2011 No comments

Article by George Wellington

Education is one of the most valuable gifts that has been given to society. It is more than just a passing on, or teaching, of what we know to others. Education also passes on the culture of a society. Patterns of behavior, ideas, and values that distinguish unique groups from one another are also passed on. Education is designed to make use of the knowledge, ideas, and values that are passed on to make wise decisions through one’s life. New thoughts and ideas can then arise by combining the existing information in a new way, continuing the cycle of education.

Education of children is extremely important to the continued health of a society. Knowing this, many governments have set up a schooling system in which a standardized series of instruction can be presented to students. Teaching is the primary form of instructing students, using lectures, work sessions, and reading material. Specific skills and knowledge are passed on to students at certain ages, allowing students to understand and gain deeper meaning from the knowledge they are receiving.

There are multiple levels within the public education system. Primary education deals with fundamental topics, such as reading and writing, with mathematics, science, and history mixed in. Once a solid foundation has been obtained, Secondary education begins and the student learns more specialized skills. The years in between Primary and Secondary education may involve a separate school called a Middle school. This is still considered Primary education, but students are separated more from younger students in order to prepare them for the move to Secondary education. In the United States, Primary and Secondary education are required of all citizens in order to be a functioning member of society.

Rochester, Minnesota is home to a vast number of schools contained in the public education system that are dedicated to providing a solid foundation to students. Primary, Secondary, and Middle schools are spread throughout the city, offering the chance of an education to virtually anyone.

Primary schools make up the majority of the buildings in the school system. These schools include:

- Bamber Valley Elementary (K-5) – One of the larger elementary schools, with a dedicated staff and motivated students. The result is parental and community support that challenges the school to have high expectations and levels of achievement.

- Bishop Elementary (K-5) – Housing 500 students in Early Childhood Special Education from K-5, Bishop is proud of its dedication to students and the resulting standardized test scores.

- Churchill Elementary and Hoover Elementary (K-5) – A paired set of buildings that serves one student population. Education is focused on maximizing academic and social-emotional growth for all students.

- Elton Hills Elementary (K-5) – Focused on educating for tomorrow’s challenges, staff emphasize academic excellence in reading, writing, and math skills. Students are grouped in multi-aged classrooms based on their needs.

- Folwell Elementary (K-5) – Gifted and Talented and English for Speakers of Other Languages programs are strong here, strengthening the academic atmosphere. Active and supportive PTSA and an emphasis on Volunteers in Education are also strong points.

- Franklin Elementary/Montessori at Franklin (K-5) – Offers a K-5 Neighborhood program, and a K-5, District-wide, Public Montessori Choice program. The Franklin school offers quality education with a number of specialized academic support groups. The Montessori option includes three multi-age groups/levels of classes to develop students’ skills. Inter-relatedness is one of the main focuses of the curriculum.

- Gage/Gage East Elementary (K-5) – Individuality of each child is respected in the diverse population that makes up Gage Elementary. Strong reading, writing, and math programs are emphasized, and input from parents and volunteers is strongly encouraged.

- Jefferson Elementary (K-5) – The staff focuses on instilling the love of learning in students, helping them to become more prepared for the future as lifelong learners. The Read At Home program is offered as a home/school connection that increases student reading.

- Lincoln Choice (K-8) – The only K-8 school in the public school system, Lincoln supports the success of each student by giving and expecting respect for others and responsibility for themselves. Teaching methods focus on individual learning styles, and multi-age classrooms help accomplish this task.

- Longfellow Elementary (K-5) – While keeping the same academic standards, the calendar is made up of 45 days of concentrated instruction and learning, followed by a 15-day break period.

- Pinewood Elementary (K-5) – A traditional approach to curriculum with self-contained classrooms is used here, offering character development, classroom stability, and a positive atmosphere.

- Riverside Central Elementary (K-5) – Riverside’s mission is to have staff, students, families, and community word collaboratively to create a community that values education of all children, promoting the attitude of lifelong learning.

- Sunset Terrace Elementary (K-5) – Offers a wide variety of educational and leadership opportunities while still encouraging the growth of the whole child. A number of academic support programs are available to help those in need.

- Washington Elementary (K-5) – A school with a reputation for educational excellence, Washington, offers a challenging, Core Knowledge® curriculum. Fifty percent of the content involves Core Knowledge content, while the other 50 percent is mastery of reading, writing, math, and other skills.

The Middle schools found in Rochester all offer a strong focus on academics while giving students a chance to explore their own individual interests. A safe and welcoming environment is present at all schools, respecting students as individuals and quality and challenging education. The four Middle schools include:

- Friedell Middle School (6-8)- John Adams Middle School (6-8)- Kellogg Middle School (6-8)- Willow Creek Middle School (6-8)

Secondary schools also offer challenging and quality education to the youth of Rochester. There are three public high schools throughout the city:

- Century High School (9-12) – The staff have created a culture that has high expectations, communication, trust, and caring at its core. The school works hard to effectively prepare students for life after graduation.

- John Marshall High School (9-12) – John Marshall values diversity and has been serving the community for more than forty years. Many proud traditions and accomplishments exist, including a curriculum that meets the needs of students looking at post-secondary schools as well as those planning to go straight to the work force.

- Mayo High School (9-12) – Also in existence for over forty years, Mayo is designed to meet the needs and challenges of every student. Advanced Placement courses are offered in math, science, and English, as well as a number of honors courses in most departments.

Education is a tool and gift that every person in society should have access to. The presence of a public education system provides a chance to receive that gift. Those that have received it have an obligation to pass on the gift to others, continuing the growth and health of a community and a culture. Education starts from the moment we are born, and with proper teaching and training, can continue with excitement and wonder until this life is over. Become a lifelong learner, while instilling the drive and motivation into others to do the same. Education is a gift that should not be wasted.

LAGOS EDUCATION

Posted by admin on July 1, 2011 No comments

While talking about the education in Lagos we feel the great pleasure as the educational status of the Lagos is a higher one. To meet the running time the Lagos state introduced the latest courses, teaching styles in all the educational institutes. To educate the children, boys and youngsters there are different institutes in Lagos which are discussed as under:-

NURSERY EDUCATION AND EDUCATION FOR KIDS IN LAGOS.

In Lagos for the education of kids and nursery students up till now the usual education system is there however now a new practice is under progress. The new manner to be adopted is the education to the kids and nursery students through songs to be performed in groups. Relevant syllabus in being converted into rhymes by different schools teachers/other genius for the convenience of the students. Priority is science subject.

It is being expected that it would be proved an easier way to learn for the students of nursery and kids.
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UNIOR SCHOOL SYSTEM OF LAGOS/PRIMARY EDUCATION.

After the nursery there is junior school system in Lagos where the students are taught different subjects of that level. Primary education is being considerably focused and for this very basic education in 2000 a policy was made by the Nigerian Government. According to this policy the teachers for this education were to be trained prior to teach the students. In 1994 the Lagos state established an institute namely LAGOS STATE COLLEGE OF PRIMARY EDUCATION to educate/train the graduate persons for the primary school system of the Lagos.
SENIOR SCHOOL SYSTEM IN LAGOS.
Like the junior school system of Lagos the senior school system has also been amazingly improved by the Lagos State. The subjects have been selected according to the current necessity of the time. Special training for the education of senior school students has been given to the new and already serving teachers of this system.

LAGOS STATE COLLEGE OF EDUCATION.

For the students seeking for the college education Lagos State College of Education is there. As per importance of the college education this college has been made a very useful channel for the needy students. All the subjects preferably the science subjects are studied there by the skilled lecturers and professors.

LAGOS UNIVERSITIES.

It is very important to talk about the LAGOS STATE UNIVERSITY while mentioning the universities of the Lagos city. Federal Government of the Nigeria is owner of this university and the education for all the classes/subjects is strictly controlled by the Government. This university has given so many talented persons to the state who have/had the remarkable status in the country. Because of its discipline, education, skilled teachers and other activities this university is a famous one in the Lagos as well as Nigeria.

OTHER EDUCATIONAL INSTITUTIONS OF LAGOS.

Not only the Lagos has sufficient institutions for the younger’s and the elders education owned by the Lagos state but also has several private educational institution. There is a useful competition between private nursery, primary, junior, senior schools, colleges and universities for the best education of the students.

TECHNOLOGY/VOCATIONAL COLLEGES OF LAGOS.

In Lagos for different technologies and vocations there is a plenty of such institutions owned by the State and private individuals. These institutes have served the country with a large number of technical persons who are the important figures in the progress of the country.

Education has an immense impact on the human society

Posted by admin on June 30, 2011 No comments

Article by Symonds lee

Education has an immense impact on the human society and it is an important tool that contributes several aspects of a person’s life. Being educated is something that always looked at as a positive achievement that feels good and looks good on a resume. As quoted by John Adams. There are two types of education – One should teach us how to make a living and other how to live. The two types of education are formal and informal education is classroom. Based and provided by trained teachers where as informal education is outside the classroom, in after school programs, libraries, at home. The major role of education is to create an educated society. So we can say that in today’s world the role education has become more vital. It is an absolute necessity for economic and social development. To be successful a high level of education is imperative. Generally a person is called as an educated person if he or she can read and write. But the real meaning of education is to be awakened. The person is an educated person if he can differentiate between his good or bad.In a county like India education has a major role to play. People know nothing about population explosion and family planning and welfare schemes which is a major hindrance in the development of the country. So there is a need to create awareness of importance of education. Education enlightens people about the harms of envies like drinking, gambling etc. Moreover people in India don’t know the value of their vote and thus become a prey of misrule, corruption etc. If we want to make our society well modernize then in this case the most important factors are to give a child international level studies, so he/she can face the world. Lots of international schools in India are providing such kind of education. There are certain reforms that are needed to be taken to improve educational systems in the country. The primary Education and female Education specifically in normal areas need a quick boosting. Education for the poor people should be job oriented. Development in new fields of education should be encouraged.These will help in creating a better awareness in the society about the importance of education and its role in the development of the country.The present system of education in India has proved an utter failure. It does not meet the vital needs of our national life. The national life is changing daily but the educational system is functioning carelessly as before. It does not respond to new requirements and problems. The Indian students, after many years of hard mental labor, leave the portals of the college or university only to fight against the frightful enemy unemployment. The educated youth finds himself in capable of facing the realities of life. He stumbles and falls. In a word, the Indian educational system is faulty to a great extent and the foreign a medium of instruction is the most tragic and absurd of all its defects. In free and advanced foreign countries, instruction is imported through the mother tongue. In India also the medium of instruction at all stages of education should be the mothers tongue. This is the language we use at our mother’s knee, the language of our firs and spontaneous outbursts of joy and grief. Hence to make any other language to be the vehicle of education is not only to add much to the students labor, it is to lame his brain as well. It is a sheer pity that the mother tongue has not yet been made compulsory as the medium in all states and the most deplorable thing is that in this 20th century, there is still exist persons in this unlucky country who think that the young boys and girls should continue to learn through the English medium.

Lancer’s International School in India is facilitate with well educated teachers, to educate your child with the help of their modern techniques to make your child mind as sharp as they can learn any thing easily. Our school is planning to make unique history from all International schools India.

Who projection market potential of education to seize the initiative? – Projection, education projec

Posted by admin on June 27, 2011 No comments

Article by jekky

When it comes to Projector Both vendors and channel partners will associate Education Market, has been the education market as a domestic Projection Market position main battlefield has not changed. Therefore, the education market makers compete to become the projection of a focus of fierce fighting. Education projector market potential “Education and government procurement is still Projector Demand the largest market, the brand will be fierce warfare between. These two market-oriented products, cost-effective, highly sensitive and differentiated demand “IDC Research, the Chinese computer systems analyst Miss Chen Mei said. Mei Chen introduced the education market focus on the demand for products with short urgent. Traditional telephoto projection installation inconvenient, and inadequate control in the use irradiation to the teacher’s eyes. Thus, short-focus and Electronic Whiteboard will be a growth point of the education market. Thus, Seattle in 2010, Hitachi, Epson, BenQ and other brand products are cast in the short focus heavily. Order to fully meet the needs of modern teaching, China BenQ projector sales champion of BenQ, a positive development in the education sector, while conventional applications, but also combined with the demand for innovative applications, designed and developed a series by leading technology, short-focus type Education Projectors Products. BenQ BenQ has since entered the domestic education market, is constantly expanding and increasingly consolidating the gains of competitive advantage. BenQ projector with a short focus on application development efforts, will improve the traditional classroom teaching, and promote modernization of education information and education to bring new weather. “King of a new generation of products will be a short focal Seattle Education Equipment Market to snatch a weapon”, before Seattle in the country Agents General Assembly official propaganda, will launch 16 models by 2010 a new generation of ultra-short focal product, strike out educational equipment market. Present, education equipment market is still the projector market, the big cake. With interactive teaching further deepening of reform, short-focus projector and whiteboard products much attention to the education market, demand continues to grow. In particular, short-focus series, as can be projected within 1 meter 80-inch big screen, therefore more suitable for small classrooms, small meeting room space requirements more stringent environmental use; the same time, because of its short imaging distance can effectively Avoid speakers blocking projection screen; and a shorter projection distance to ensure the effective use of the output brightness, not too far away because the loss caused by the brightness. 2010 education year is a year of full implementation of information technology. 2010 is also China’s Eleventh Five-Year Development Plan of the last year of a comprehensive education information will be promoting the implementation of the results reflected in this year-round, this education projector market will bring a big leap. Eleventh Five-Year Development Plan is the educational information presented in the field of education, in-depth use of information technology, development and utilization of educational resources, promote technological innovation, knowledge sharing of innovation and innovation to improve teaching quality and efficiency, promote reform and development historical process. Education Information is an important symbol of modernization of education to educational information, promote the modernization of education, educational development has become a strategic requirement. 2010 is the final educational institutions around the country planning to implement the information strategy on education requirements for one year, is the crucial year, is the full realization of the planning objectives of the year. To develop and market demand for education projector market provides a good opportunity, but also will lead to a scramble for major manufacturers, who can then occupy the boat altogether?

Challenges in Education in Today’s Society – Globalization and Changes in Education

Posted by admin on June 25, 2011 No comments

The so-called “demographic winter” phenomenon, which reveals the dramatic consequences of the “modern” life, marked by familial and moral decline, by miscarriage, vulgarization and the homosexuality “normalization”, by the poisoning influence of the majority of mass-media and the “Hollywood culture” are inoculating egocentrism, frivolity and irresponsibility. Considering this demographical trend offers a new dimension to the way in which abundance and resource of the world are distributed and also gives a new vision on elementary educational issues.

The globalization of education is reflecting itself in the extension and unification of educational practices, used by all those public or private entities, involved as active social educators. Over time, the public education systems in developed or emerging countries, which promote formal education, are illustrating with consistency the practice of a classical education system. In the field of non-formal education there are used more innovating and diverse methods of education, but unfortunately few of this are oriented upon individual behaviour reshaping in the global context, and they are looking only to proliferate consumerist habits, by preparing youngsters for a successful professional career start. The presence of NGO’s with international coverage and professional training companies has fixed the currently understood “development in education” in comfortable limits. This makes room for a reshape of educational fundamentals and, more obvious, for the ultimate purpose of learning.

Most people think that education should equip them with the proper exploitation instruments so that they can forever trample over the masses. Still other thinks that education should furnish them with noble ends rather than means to an end. The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.

Socially speacking, the technological revolution, the broaden access to information and the modern lifestyle facilities have made possible the appearance of an irreversible phenomenon in the conflict between generations. In our present times, the children, “sons of globalization” have access to multiple sources of information, with the internet being most of the time an instrument of self-education. The balance is leaning in the favour of the power of informed youth, who become “the teachers”, explaining the new world order to the eldest. This theory takes into consideration the acceleration of technology and the way of our lifestyle, but, beyond its observational character, it does not bring up the discussion on the relevance of educational systems, visible outmoded, which attempts to destroy the moral and statutory principles. The wisdom is transmitted from the old generation to the youth, and not backward.

Therefore we are raising the question regarding the way organisms responsible for educational issues should reconsider the basic fundamentals of this basic activity, which clearly has guided the evolution of our world so far. It isn’t enough for organizations like U.N.E.S.C.O or U.N.D.P. to confront the absence of primary education and the discrimination regarding access to education in underdeveloped countries, to avoid resettling the educational needs inside an inappropriate system. It is necessary to deal with these aspects in proper time, because we consider education the key-element which can slow down the process of planet and people self destruction.

The proposal regarding fundamentals reshaping and reviewing the individual education, approached in all stages and cycles of life, starts with the assumption that “Man has to be educated to act responsible towards the environment and civilization, and not interfere in the harmony and balanced world development with his behaviour”. This observation, not exactly recent, triggered a chain of initiatives in the educational system in countries like France, Italy, Germany, including Romania, but I consider that implementing a discipline of Civic Education, in the gymnasium module is not enough, neither convincing.

We feel that the new fundamentals and principals of education, which must be known, understood and applied by every teacher, through all the range of educational processes in the long life learning of individuals, and also in the non formal educational process, whereat people have access during existence are:

1. Self-consciousness – is essential because it allows every individual to find his role in society, to know his weak points and to develop them according to his unique talents genetically inherited. A person aware of his/her self can easily act in choosing the occupation or the carrier to practice that he or she will be able to direct his energies to and recognize the real problems that the world and society faces. Consciousness-based education, introduced in 1971 by Maharishi Mahesh Yogi, is unique in its ability to effectively develop the total brain potential of every student.

2. Stimulating creativity – this special quality is reflected in the mental and social process of generating new ideas, concepts, associations, and permits individual adaptation to unpredictable contexts and situations. There are simple techniques, associated to lateral thinking that can promote this capacity, for example: improvisation, fiction as imaginary product, (Randomness, Improvisation, P.S.).

3. Communication – in the actual forms and methods used as learning practices, communication is not capitalized at being the supreme value, because mostly individual activity it’s encouraged, which promotes inappropriate values like egoism, indifference, self-interest. Without communicating problems and discussing difficult situations, there is no way to claim solving the issues in optimal parameters of time, quality and accuracy. The man can not act in terms of social responsibility, as a “macro attitude”, which I consider as being shallowly approached, especially in the economical environment.

4. Promoting a responsible role in society – education must train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half truths, prejudices, and propaganda. At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction. This is the way in which he or she could develop and exercise an active role in society.

5. Changing opening – in order to be able to intervene in the actual course of the life circle, accepting and promoting the changes is considered a healthy habit, which stimulates the flexibility and the disruption of existing corporately stereotypes, which are heading humanity to destruction, because of the ignorance or simply because of unknown problems that Terra is facing. From this perspective, the change tackling implies a real transformation at psychological level and of human behaviour, therefore to satisfy those priorities needed to be handled immediately. Here we refer to: the necessity of a re-conversion of world economy from a military economy to civil one, immediate solutions for energetic and environmental problems, as well as for the underdevelopment and poverty aspects propagated into the world.

6. Global vision upon world – the actual educational system, as a whole, is constituted by a sum of operations (method -> evaluation -> communication), whose final objective must reflect a pragmatic and global view on the world. At present, the youth is informed regarding global problems through sources like mass media, not making possible a healthy analysis, not making possible a debate and a thoroughness facilitation that could lead to the understanding and building-up personal opinions regarding aspects like underdevelopment, global economical relations, international monetary system, etc.

7. The ability of solving problems – solving problems is the easiest way to re-create conditions and actions in an artificial manner, experience which allows pupils and students to deal with in a constructive way and to develop solutions for different problems. Learning systems which are basically constructed like this are superior because it helps individuals to recognise and adapt to specific economic, social, psychological, spiritual context and to detect real problems in any form, associating optimal alternatives of decision. For example, simulating a complex economical context for a start-up enterprise leads to the stimulation of individual creativeness and decision-making abilities.

8. Multidisciplinary teams – to permit the reshaping and the restructuring of scholar curricular in the needed form in order to develop these abilities and capacities, we are suggesting even some changes in the study of discipline, considering the logical and contextual relations between them, providing an understanding of all existing correlations at a certain point. For example, Public Finances should be studied in the International Monetary System context and not separately. At the same time this characteristic involves, according to those said before, the start point of collaborations between students coming from different specialization, in order to accomplish complex projects with a multidisciplinary approach. In this case, the elaboration of a business plan would unite students from different specializations in economical science discipline (services, marketing, management) and students from engineering, agriculture and others profile Universities.

In recent years, there have been promoters that recognise the importance of remodelling and updating the learning systems and they have introduced some of this principals through various pedagogic and psychology methods and ideas, which became guide-lines in Universities educational activities from regions around the world. A recent example at this point is the study made by Clay Shirky, author of “Here Comes Everybody”, in which he proposed an innovating learning model, named Open Model of Education. In the Closed Model of Education or Classical System, education is limited because the ideas that a school or district can consider can come from only a limited number of sources, usually teachers, administrators, and consultants. A great deal of thought must be put into the consideration of ideas because the time and cost of failure are so high. Time spent with meetings, staff training, and materials, has a cost. This means the filter for ideas is very high. Only those ideas that seem to have the most benefit will be implemented, though there is no way to know in advance that one of the ideas picked will bring the desired benefit, and one of the ideas left on the table could be the most effective and beneficial.

It is true that by putting into practice an educational system based on the same universal fundamentals it essentially means stimulating globalization through its universal optic itself. Although the manner in which this model contributes to the globalization phenomenon is clear, still we must consider the fact that the final purpose of education is no other then confronting globalization’s effects and influences, as well as the global negative impact upon environment and, ultimately, upon the way people live everywhere. Education will allow us to know the actual estate of the world, with all its pluses and minuses, and also will increase the awareness of the impact of every individual upon the world and upon the next generations. In other words, we consider politics, economy or administrative sciences weapons of less importance in the process of global issues eradication, compared to education, as a social science.

To conclude, I would like to specify the way these ideas were generated and which were their fundamentals. This actual study is not a result a thorough research activity, neither a genius idea. I am myself a “product” of a classic, formal educational system, but also had some benefits form the non-formal educational system by involving myself in a volunteer organization that developed soft skills and hard skills both. I consider that these educational practices are not adapted enough to the global context that we are facing everyday, and that specialized literature is exposing, bringing up to light its pronounced effects of human existence on Terra. I am a person that does not hold sufficient information and power to be a voice and to be able to get involved in a sustainable and constant development of society, whose values are not profit, nepotism, indifference towards future generations, but responsibility to create and offer equal chances. I am an ambassador of a civilization which is plunging headfirst, shy daring to change the dissonant order and murderously world.

Ana-Maria Marinescu
Blog: http://thoughts4reality.blogspot.com

 

Educate the masses,secrets from islamic history

Posted by admin on June 23, 2011 No comments

A deeper study of the history of the nations reveals that the most effective factor in the rise of a nation is education. The capability to acquire knowledge elevates status of human beings above all other creatures. The creator of the universe taught Adam (AA-Aali Assalaman: Peace Be Upon Him) the knowledge about his creation and advised the angles to prostrate him as token of their submission. This is the secret of superiority of human race. Every human being should realize that he is capable to harness universal powers and conquer the forces of nature if he educates himself.

The source of unlimited knowledge is Allah. There are channels of knowledge from Him. Direct knowledge through his messages which is termed as knowledge of the Book (Kitab). And the wisdom (Hikmah) which shows us how to gain knowledge from the universe.

The knowledge of the book is categorized as religious science while the knowledge gained through wisdom and research is the natural science. The religious science gives answers to the fundamental questions such as purpose of life,the beginning and the end of the universe and teaches us the best morals. Through the natural sciences we learn how the systems of the universe are working and how can we facilitate our life on earth.

The very first educators of human being were the prophets who taught the skills for a successful eternal life. The last of them, Prophet Muhammad (SA-Sallaho Alaihe Wassalam: Peace and Blessing of Allah Be Upon Him) started teaching the verses of Quran as were being revealed to him. The first school of Islam was established in the house of one of his companion, Arkam (RA- Radi Alah Ho Anho: May Allah be pleased with him) on the hill of Safa in Makkah at the early stages of the relevations.

The process of education continued till Muslim migrated to Madina and the first Islamic state was established there. Here the first residential school was established on a platform (Sufa) inside the Masjid-e-Nabvi.

The very first scholars of Islam were educated here. They were the pioneers in spreading of Islam. Once the Holy Prophet (SA) enters the Masjid and observes two groups. One is busy in praying and supplications while the other is engaged in scholarly discussions. He (SA) joins the second group. It is a clear and practical proof that Islam encourages seeking knowledge through discussions and arguments. The Holy Prophet (SA) deputed the non- Muslim prisoners of the battle of Badr to teach reading and writing skills to the Muslims. A prisoner was released when he successfully taught ten persons. Since the mission of the Prophet (SA) was to propagate the word of Allah, he used all available means to accomplish this mission. The skills of reading and writing is necessary to record, preserve and spread knowledge. He (SA) encouraged his companion to gain knowledge even if they have to travel to the place as far as China. These instructions encouraged Muslims to gather knowledge of natural sciences along with the religious science.

In another saying Holy Prophet (SA) declared that acquiring knowledge is obligatory on every Muslim man and woman. This commandment broke down the barriers which allowed access of knowledge to some privileged groups and denied access to less fortunate ones including woman. Because of such emphasis on seeking knowledge, the early Muslims did acquire all kind of knowledge religiously. It was a common faith and a common language which helped spread Islam to almost half of know world during the caliphate of Omar (RA). Under his instructions, a Maktib was established in the Masjid. Here reading and writing was taught along with the Islamic education. Maktab is an Arabic word used for the place of writing. It is also used for modern day office. Word Like (Kitab) Book and Maktaba (Library) have the same root.Sooner these institutions were established throughout Islamic world and brought an educational revolution. During the period of Khalifa Omar (RA), memorization of Sura Al-Baqra, Nisa, Al-Maid and Al-Hajj were encouraged and recited in prayers. In these chapters of Quran, the basis of Islamic laws are explained. The long recitations in the morning and evening prayers in a Masjid is nothing less than the heavenly lectures  of All- Knower delivered through Imam (Leader) and listened by the students with full attention. The Masjid and Maktab system is financed by the government a well as by the individuals. Every well to do Muslim tries to gain perpetual reward by building Masjid and Maktab. It was because of these institutions that the literacy rate in Muslim areas like Spain raised to hundred percent in short period of time at the time when the remaining Europe was in dark ages.

In accordance with Quranic principle,Muslims are allowed to eat whatsoever they like, do what they want to do and gain knowledge of every kind until and unless the limits set in Quran are not crossed. This concept opened their minds to accept knowledge about all creations of the Creator. This freedom inspired Muslims to travel to far off places and collected knowledge beneficial to humanity. This knowledge was inslamized and was taught in the Maktab schools inside Masjid. At initial stage there was no discrimination in religious sciences and natural sciences.Both were taught inside Masjid. Arithmetic was must for calculations of the zakat, inheritance and to conduct business. The knowledge of geography was required for determination of the direction of Makkah.

Children from both genders were admitted at an early age. Education was free for all. Various subjects were taught in the study circles called Halqas. The central Masjid of Cairo had one hundred study circles. The teacher used to sit on chair from where the term “Chairman” was developed which is being used till today. Research “Chair” in modern day universities has the same Muslim root.

The teachers were appointed either by the Caliph (Khalifa) or by a committee of Scholars. A student who had learned reading and writing skills could specialize in the subject of his interest. He could learn the science of Tafseer (Explanation of Quran), Science of Hadith (Sayings of Prophet (SA)), Islamic Law, Fiqah, Language, Astronomy, Mathematics or etc.

The successful students from the Maktab schools entered the Madrassa which was normally attached to the Masjid. Word Madrassa is derived from the Arabic word “Dars” meaning lecture. Hence lectures on specialized subjects were delivered by the renowned professors in the madrassas. These madrassas are equivalent to the collages of modern age. As these are attached to the Masjid, these are supported by the same system of Islamic Trust (Waqf). The Arabic language played a vital role in transferring knowledge to the artisans. Muslims classified knowledge and defined pure and applied sciences. As the knowledge of engineering is based on mathematical science, it is called “Hindsa”. The medical knowledge is more associated with wisdom and hence is called “Hikma”. The basic technical knowledge and skills were taught by the professionals of the relevant fields. The degree was awarded by the professors.

In 1066 AD, Nizam-ul-Mulk, a minister of the caliphate founded Nizamia system of educational institutions which soon became popular throughout the Muslim world and survived for a millennium. Great imam Ghazzali was a professor at one of those institutions.

In 1231 AD, the first medical college was established in Damascus.In 15th century AD, huge complexes consisting of a Masjid with Maktab, a Madrassa, a hospital, a public kitchen and a dining hall became a common sight in the Muslim world. Such a complex was called Kulliya (College). These institutions revolutionized the higher education. As recorded by the great Muslim traveller, Ibn Batuta, not only education was free but food and medical facilities were also provided by the institutions. The talented youth from all walks of life had equal chance of education. The Fatieh college of Istanbul is an example of such an institution. It had 16 schools for teaching science and technology.

Along with traditional institutions, Muslims pioneered innovative concept of learning. The Bait-ul-Hikma (House of Wisdom) was one of these concepts. Caliph Haroon Rasheed invited renowned scholars from the Muslim world and facilitated them to perform their research work in an intellectual environment. The Muslim scholars translated contemporary knowledge from Greece, China, Persia, India and Egypt into Arabic. Al Kindi, Yuana Ibn Al Batrique Al Tarjaman and Hunain Ibn Ishaq were among the great translators at that time. In fact they Islamized the knowledge into Arabic which started the new era of scientific discoveries in the Muslim world. Bait Al Hikma was the greatest scientific institution of that time. A huge library was established there. Caliph Al Mansoor asked Cesar of Rome for the scientific works of the Greek scientists which were stored in the Roman Empire as these were banned in the Christian world.

Khalifa Haroon Al Rasheed wrote a letter to the King of Sicily demanding all available books in his kingdom. The king honoured the Khalifa with copies of books. Khalifa Al Mansoor brought 100 camels loaded with books from Iran. The Muslim scholars and translators even went to the Emperor of the Byzantine Empire to translate rare books under his custody. Beside Bait Al Hikma, Khalifa Mansoor constructed a great observatory. This was the most modern scientific research centre of that age. Of course, during the golden age of Islam, Muslims were a thousand years ahead of time compared to the rest of the world. Khalifa Al Mamun established 332 institutes of scientific studies in the Khilafa. These institutes produced the greatest scientists like Al Khawarzimi: the father of Algebra, Banu Musa brothers: the renowned mechanical engineers, Al Kindi: the inventor and Saeed Ibn Haroon Al Katib: the writer. These scientists paved the way of modern scientific revolution.

Khalifa Al Hakim established Dar Al Hikma in Egypt in 1003 AD. At the time of Khalifa Makhdoon, only Cordoba in Muslim Spain had 1800 institutions of higher learning . Granada University had 120 professors teaching various branches of knowledge. The city had 1200 schools and 17 colleges.

The most important institute of higher learning in the Muslim world was Jamia (University) Al Azhar of Egypt. It was established in 971 AD during the holy month of Ramadan. Today it is the greatest institution of higher learning in Islamic education and literature. It is the second oldest degree awarding university of the world. Like a Maktab and Madrassa, Jamia Al Azhar was also attached to the great Al Azhar Masjid and hence was supported by Islamic trust. The university has the second largest library of Egypt. Today under “Al Azhar Online” project, over seven million books are being preserved on its website including rare Islamic manuscripts. Engineering and Medical education is also given alongside religions education. It used to be the centre of excellence of Islamic law. Abual Hasan Ibn Nauman Al Khairanvi, the son of Imam Abu Hanifa was the first to conduct here an open seminar on Islamic law. He was the chief justice at that time. Such open seminars gave rise to the freedom of expression. The offices of the judges were established inside the university. Great historical personalities like Ibn Khaldoon, the historian, and Ibn Haythem, the father of optics, were associated with this great institute.

The honour of oldest degree awarding university of the world goes to Jamia Al Al-Qarawiyyin (Morocco) as per the Guinness Book of World Records.In 841 AD, a pious lady Fatima Al Nehri founded Masjid Al-Qarawiyyin in the city of Fez. It was later on developed into a university. The laboratories of the university were equipped with the scientific instruments such as astrolabes and water clocks.

Khalifa Mustensar Billah established Mustansaria University in 1233AD in Baghdad. In 1327AD, Sarkore University was founded by Kankan Musa in Mali.

The great scientific institution, Dar Al-Fanoon was established in Istanbul, Turkey in 1453 AD which was upgraded to university in 1933. In Tehran, Iran, Dar AL-Fanoon University was founded in 1851 AD. In 1780 AD the famous Madrassa College was established in Calcutta, India.

In medical education, the first Bimaristan Medical University started awarding degree in the 9th century AD. Bimaristan was the word used for the hospitals at that time in the Muslim world.

It means that the degree holder has the right to teach and propagate knowledge. Inspired by the educational system of the Muslim world, Pope Gregory adopted this kind of educational system in the University of Paris in 1231AD. In English language Baccalaureate became Bachelors with the same root and meaning. The highest degree called “Risali” was awarded to those students whose research work was published. It was the basis of the modern day Doctorate of Philosophy (PhD).

If we think deeply on the cause of Renaissance of Europe, it becomes clear that the scientific approach and enlightenment originated from early European universities. In fact Muslims translated the available knowledge into Arabic and brought it to the door steps of Europe in Spain. Inspired by the development of the Muslim world, the wise men of Europe started collecting knowledge from Muslims. The books were translated from Arabic to Latin language. The biggest centre of translation movement was Toledo, Spain.

Like the Maktab schools in the Muslim world, Cathedral schools were established in Europe. In France. Thierry of Chartres based his enlightenment drive on Islamic literature found in his library. He established “Chartres” schools based on his philosophy. These institutions gave rise to the European universities. In 11th Century AD the oldest university in Europe was founded in Salerno, Italy on the basis of the Islamic books brought by Constantine from the Masjid of Al Kairouan. , a French city, became the centre of educational excellence because of its proximity to Muslim Spain. Muslim professors used to teach here. The renowned British scholar, Robert, got educated from here. In 1270AD he wrote on Astrolabe and geographical coordinates on the basis of knowledge gained from Muslim scholars and literature.

The Islamic books travelled from Toledo to England where Oxford University was established on the basis of this knowledge. The historians note that the basic layout of Oxford was a replica of the Islamic University of Cordoba. The first curriculum of Oxford University was prepared in Arabic Language as the medium of instruction was Arabic the beginning.

Compared with the historic achievements by Muslims in the field of education, the situation today is not very encouraging .According to the Muslim Scholars, Ibn Khaldoon and Dr. Omer Chapra, the decline of Muslim civilization has a direct relationship with knowledge. The decline started when science was kicked out of Masjid. This happened when useless philosophical theories started penetration into Islamic literature. Our religious Scholars, with a sincere intention opposed this penetration. With this honest effort, the Islamic literature was saved and preserved in its original and pure form and was not polluted with un-Islamic ideas. However this action gave rise to rejection of all natural sciences by religious institutions. Muslim students were not encouraged to gain beneficial knowledge which is even necessary for understanding of religions text. Knowledge of natural sciences became least important in Muslim Societies. Even in religions institutions, a kind of hatred was planted into minds of young Muslims by narrow minded religious teachers. The Masjid which was the centre of all kind of scientific knowledge is now limited to only pure religious education. It is interesting to note the Masjid used to be the hub of the scientific activities like calculations of time and mapping of the Islamic territories. The office of the Muhtasib (Quality Controller) used to operate from the Masjid where the Standards of Measurements were kept. The quality of industrial products from bricks to boats was controlled from this office.

The nations who realized importance of knowledge and excelled in the natural sciences are now the developed nations. These nations including Europeans, Americans, Russians, Japanese, Koreans, Chinese and even Indians put all their energies in learning of natural silences. Since the religions prevailing in the non-Muslim Societies are not compatible with modern science, these societies cannot follow both. Though it is never declared, Science and Technology is the religion being practiced today in whole world except the Muslim countries. Due to a number of benefits of scientific discoveries and inventions, human being has now a stronger faith in science than in religion. Hence the non-Muslim societies are becoming more secular day by day. Since we cannot live and progress without science and technology, most of the Muslim countries tried to follow the secular science model but failed. Turkey and Japan started almost at the same time. After a century, Japan became the wealthiest nation while Turkey is not even considered a developed nation though it is inside the developed Europe and possesses much more human and material resources than Japan. The same is true for Pakistan and India. With all efforts Pakistan is unable to achieve the technological goals which Indians are achieving easily. Yes! There are external factors like support to the secular societies from the West but there is a definite internal built-in cause. And it is non other than the educational system of the Islamic World. From the early stage a Muslim child is told by his parents and religious teachers that Islam is a true religion and we cannot  lead a successful life without following Islam. When the child grows he learns secular science in such institutions which do not have any Islamic connection. The Muslim youth realizes that the secular societies are the most developed while Islamic societies are the least developed. Muslim youth is now confused. He does not want to deny Islam but his faith gets weaker and weaker as he learns secular science.

The need of the hour is to Islamize science and bring it back to Masjid. All natural sciences should be taught to the child along with religious sciences in the Maktab. Student must be taught about the compatibility of science with Islam. The scientific discoveries by Muslim scientists are to be highlighted. This will plant a love for the natural sciences in young minds along with the religious sciences.

In Pakistan there are four educational systems all running in parallel for separate goals. In Masjid and Madrassa there is pure religious education of Quran and Sunnah. Hence those educated from these institutions become Muazzan, Imam and Khateeb only. Since they do not possess contemporary knowledge, the speeches of Khateebs are not very effective and educated youth do not take much interest in these. Highly religious parents or those who cannot afford other schooling  send their children to these Madrassas. Then there are Urdu medium schools in public and private sector. Islamic studies are taught as a subject in these schools. Majority of the middle class of Pakistanis are educated in these institutions. There are English medium schools which teach the same curriculum but in English. The elite class however gets their children educated in the British system developed by the Oxford and Cambridge Universities. Hence the society is divided into four classes depending on their educational background. Because of this unnatural classification, the ruling elites cannot understand the problems of the masses. A country like Pakistan with limited resources cannot build and operate four different types of institutions. In recent past, quality of education in the public sector in Pakistan is further deteriorated. The private sector institutions delivering quality education and charging high fees are on rise. There is a considerable expansion of Madrassas in Pakistan in past twenty years. This is because of political motives, people’s trends towards religious education and free education and facilities in these institutions. It is the time to establish a comprehensive educational system in these institutions. Every Muslim community does have a Masjid in the center place. A Maktab is to be established in every Masjid where basic skills of reading and writing are to be taught in Urdu, Arabic and English. The basics of religious and natural science are also to be taught here. After every prayer, study circles may be arranged to teach reading and writing to adults. In this way we don’t have to invest much on primary education and still can achieve 100% literacy rate in next 5 to 10 years. Pakistan may become a model for other Muslim countries to follow. Both genders may be enrolled in these institutions at the age of 4. Till the age of 9, their primary schooling is completed and they move to the separate Madrassas for boys and girls which are quivalent to the high schools of modern age. The students will get education in all branches of religious and natural sciences. The natural sciences are to be Islamized and a balanced curriculum is to be implemented. These institutions are to be managed by a committee of Masjids of the area and may be supported by the public or private sector. These multi-dimensional modern day educational institutions may revolutionize the concept of education in the Muslim World. Professionals of all fields of religion, science and humanities are to be produced with sound Islamic base. They will have solid personalities with clear vision instead of the divided personalities of Muslim youth who are stretched apart by religion and secular science. A person with a clear head, open mind and strong faith will deploy all his energies religiously to excel in his field. If he becomes an engineer or a doctor, he will love and respect his profession as it becomes an act of worship (Ibada) for him. He will become the best scientist ,if from the core of his heart, he believes that his professional knowledge and skills will make him successful in this world and the world to come. With this unified educational system, Islamic world produced polymaths like Ibn Sina and Al Khwarizmi.

In fact the education of science and technology is the heritage of Muslim youth and he neads to pursue it religiously. It was the educational system of Islam which helped Muslims spread Islam to half of the known world within a period of less than half a century. The Muslim world expanded from Spain in Europe to Sind in India during the very first century.