iLAB

S NEW

S

DEC

EMB

ER 2

01

2

VO

LUM

E 1 N

UM

BER

2

1

News

DIC Islamic Educator pilot About 50 people registered for the

iLabs Islamic teacher training

course during 2012. It all began

with DIC making it possible to

conduct the Pilot course during

the first half of this year ...

The Teaching and Facilitation for Islamic

Practitioners course was born from a need

to equip Discover Islam Centre‟s madrassah

teachers with a view to bridging the gap

between the formal and informal and was

offered to enhance the practice of these

teachers. It was run parallel to a course

offered by Moulana Zakariyya on Islamic

Branches of Knowledge complimenting it

by covering aspects of teaching method-

logy and theories of learning.

The key objective of the course was to

empower afternoon Maktab teachers to

impart their knowledge using contempo-

rary teaching practice and theory.

In Ferbruary of this year our pilot course

kicked off at Discover Islam Centre with 25

educators coming from Madrassahs, Tahfith

schools and Da‟wah institutions. They were

there to enhance their teaching. They came

from Oceanview to Ottery; From Houtbay

to Delft and Wynberg to Lansdowne on

Tuesday mornings to attend the course.

Participants started the course by locating

themselves firstly in a South African

context and then within a Muslim commu-

nity of practice in the Cape.

There was vigorous engagement with

theories and theorists; with methodologies

and understanding the social milieu of their

learners. Over the five month period students

had developed a collaborative group

dynamic. Practical assessments gave

participants an opportunity to teach and

facilitate in real and simulated settings.

Yasmine Jacobs was the lead facilitator and

anchor for this course.

Alhamdulillah 20 participants graduated on

the 23rd

June 2012 receiving a certificate of

completion from Discover Islam Centre and

18 were awarded a SAQA certificate in

Facilitation. Muniera Isaacs volunteered her

services to DIC to make this possible. We

would like to say Shukran to Muniera.

iLABS would like to thank Discover Islam

Centre and particularly Ml. Zakariyya for the

foresight and the confidence that he showed

in iLABS and for taking the initiative by

creating the platform that made this pilot

course possible. The second Teaching and

Facilitation for Islamic Practitioners course

started in July held in the MJC Boardroom

every Saturday morning. Students are

currently busy with final assessments. The

Graduation will be held on the 9th of

December 2012 at the DIC Annual

Luncheon which will take place at the

Mayor‟s Banquet Hall in Cape Town.

See Photo Gallery on our Facebook page

Demystifying

theory 2 Same-gender

or co-ed

3 Discourse of

Inclusion 4 iLABS Academic

Devt. Programme

5

STUDENTS RECEIVING THEIR GRADUATION CERTIFICATES

FOURTH QUARTER DECEMBER 2012 VOLUME 1 NUMBER 2

Lansdowne, Cape Town PH: (+27) (082) 698-3910 FAX: 086 6190153 ilabs.abu@gmail.com

learning across borders learning across borders learning across borders

iLABS foundation

course a great success

Sh. Ismail, Ml F Rylands, Hth. Abubakr & Hth. Feroz at the ITEP launch.

IHYA-ITEP kicks off at Islamia College In early July, Ml. Ali Adam of Islamia approached iLABS to provide training for their

teachers from the various Islamia Colleges. The first IHYA Islamic Teacher Education

programme was launched at the Islamia Academia Centre after Ramadhan this year.

It is a unique course specifically tailored for Islamic studies educators teaching at primary

and high schools. This course includes a strong element of Islamic pedagogy and traditional

teaching theory and practice together with contemporary methodology. Eighteen teachers

enrolled. They included Tahfith, Arabic and Islamic studies teachers.

Cont‟d on pg.4

All praise and thanks is due to Allah, peace and salutations upon our beloved

Prophet Muhammad P.B.U.H., his family, friends , companions and all those

who testify to the revelation of the Holy Quran through the passage of time.

learning across borders

iLabs

voices

8

iLABS

iLAB

S NEW

S

DEC

EMB

ER 2

01

2

VO

LUM

E 1 N

UM

BER

2

2

WE FIND OURSELVES GRAPPLING with our

social identity, as muslims in the workplace, our

persona is that of a Harvard graduate and yet when

we find ourselves amongst other muslimeen, its all

peace be upon you. I might not have all the answers

but why do we shy away from who we are, where we

come from, where we are heading ? May Allah grant

us the istiqama-steadfastness to transcend from being

one-sided beings to those who are more balanced and

see the aaghira as a near reality.

As the world bleeds at the hands of our former

colonial masters, Gaza is in flames, Syrians are being

butchered by supposed believers and yet our

Theory a misunderstood word. Habitus,

Zone of Proximal Development, commu-

nities of practice, historical materialism,

cognitive development, scaffolding, social

capital, cultural capital – these are terms that

raises the hair on the back of ordinary

Muslims.

In the sciences, theories are created after

observation and empirical testing. They are

designed to rationally and clearly explain a

phenomenon. For example, Ibn Haythum

came up with a theory about light being

reflected off objects, and the theory proved

to be both testable and correct with his pin

hole camera (camera obscura) experiment.

Scientific theories are not quite the same

thing as facts, but they are often very similar;

scientists usually test their theories exten-

sively first, looking for obvious problems

which could cause the theory to be

challenged. In education “the ultimate test

of theory is whether it improves practice.”

What we fail to recognise is that great

Muslim scholars of the past have all initiated

and contributed to the development of these

theories. In the field of education Ibn

Sahnun, Al Jahiz, Al Miskaway, Ibn Sina,

Al Farabi, Imam al Ghazali, Zarnuji , Ibn

Rushd, Ibn Khaldun and a host of others

have developed quite complex theory of

education and learning. They lie at the root

of western theoretical achievement today.

We as Muslims seem to have abandoned

them and their tradition of scholarship.

iLABS through its ITEP programme has

attempted to locate the contributions of these

Muslim scholars and are in the process of

mapping it to show interrelation to contem-

porary theory in an effort to demysify it.

Getting to grips with

Contemporary Theories In order to arrive at an effective, relevant Islamic Pedagogy

we need a healthy balance between traditional methodology

and current teaching practice

Learning in action …

panies. My thoughts are those which are practical,

make the voices heard, flood the Facebook,twitter and

all other networks and let the world hear us as South

African Muslimeen calling out to Allah in this period

of devastation. by the Wayfarer-ibnTurab

worldwide news coverage is some

what romanticized. Are our voices

enough? The thought of econo-

mically isolating Israel seems

somewhat a great idea, yet the

rippling effect will indeed affect

even our local brethren employed

by the Zionist- clandestine com-

12

VO

LUM

E 1 N

UM

BER

2

2

http://www.facebook.com/ilabs.learningacrossborders

iLAB

S NEW

S

DEC

EMB

ER 2

01

2

VO

LUM

E 1 N

UM

BER

2

3

There is large consensus that same gender

environments provide a nurturing space

where girls can develop and learn without

being distracted by boys.

Research certainly seems to support some

of these claims, showing that girls‟ schools

produce significantly more female

mathematicians, engineers, scientists and

linguists than schools catering for both

sexes – and that both girls and boys

perform better on standardised tests

when they went to separate schools.

On the FCAT (Florida Comprehensive

Assessment Test), where boys and girls

learn the experience the same curriculum

the percentage of students were the

following:

girls in single-sex classes: 75% scored

proficient

boys in single-sex classes: 86% scored

proficient.

boys in coed: 37% scored proficient

girls in coed: 59% scored proficient

A classic study from Jamaica: Marlene

Hamilton, studying students in Jamaica,

found that students attending single-sex

schools outperformed students in coed

schools in almost every subject tested. At

the time of the study, public single-sex

schools were still widely available in

Jamaica, so that there were few if any

socioeconomic or academic variables

which distinguished students at single-sex

schools from students at coed schools.

(http://www.yourparenting.co.za/child/learn/big-

school/same sex/co-ed-or-single-sex-schools.htm)

same gender or co-ed.

Darun Na‟im was established, not only adhering to the Sunnah,

but to create a safe environment for young women to concentrate

on developing their minds, spirituality and self confidence and

not to be concerned about their outward appearance.

The objectives of the school are to develop a generation of young

women who are Allah-loving and Allah-fearing and who will,

Insha-Allah, be successful in this life and in the Hereafter. We

also aim to provide quality education and academic excellence

based on sound Islamic teachings. Our approach to imparting

knowledge and education is holistic and based on the

understanding that knowledge for a Muslim is not divided into

religious and „secular‟ studies but to lead learners to develop

balanced, pleasant personalities and to view spiritual and

everyday life as one unit.

All of our teachers are therefore instructed to always link their

lesson to Quran ayah or ahadeeth, be it Natural Science or the

English Language. Thus our learners are constantly reminded of

their Creator.

Allah says in the Holy Quraan that wealth and children are a test

to whom they are given. So our test is to see how we are going to

raise our children. Do we raise them according to the laws of

Allah and the Sunnah of the Nabie SWA or do we raise them

according to what this world dictates to us?

Darun Na‟im Girl‟s HS a case in point

which way to go?

IN LIFE ONE DOES not always get a

second chance, but tawbah is a chance

from Allah SWT to make right what we

have done wrong. Tawbah in essence

means to return to Allah giving us that

chance to leave our sins behind and

cleanse our slate over and over again.

Like every sickness needs a cure, sins

require tawbah (repentance). The Prophet

(SAW) made tawbah seventy times a day

according to some narrations and 100

times according to others. So we as

Muslims should firstly acknowledge our

wrong doings whether it be against

fellow human being or to Allah SWT.

We have to ask for forgiveness keeping

the conditions of Tawbah in mind.

Jannah can be earned through sincere

tawbah. A woman in the time of the

Prophet SAW who committed zina and

came to the Prophet so that the

punishment could be given to her -we all

know this tory well.

What stands out most of all is that the

Prophet said her tawbah was so great that

had it been spread among the people of

Madina it would suffice for them. He

also led her janaazah. Today our tawbah

is in need of tawbah! Let us not delay in

tawbah. There is so much benefit in it, in

order for our duaas to be accepted.

Lets make use of this gift from Allah, it

is as if Allah has given us a tawbah

helpline 222, It will require getting up at

2 in the morning performing 2 rakaats

and shedding 2 tears. So when you feel

the burden of the sin heavy on your heart

dial the helpline and remember us too.

Transcript of her 5 minute class

presentation of the ITEP course.

a gift from Allah By Sumayah Carr

Tawbah

http://www.facebook.com/ilabs.learningacrossborders

iLABS News – Learning Across Borders

iLAB

S NEW

S

DEC

EMB

ER 2

01

2

VO

LUM

E 1 N

UM

BER

2

4

(cont’d from page 1) … ITEP draws on a wide range of international research and theory of education in an

integrated way. It also serves as a platform where teachers can raise challenges and

share their experiences in a collaborative way amongst peers. Assessments and

practice teaching components are conducted on-site with pupils. The Ghazali day was

particularly interesting when participants were exposed to the use of new media

presentation. The IHYA ITEP programme also included sections on communication

and facilitation; theories of learning and cognitive development; pedagogy and

curriculum. iLABS are thankful to the 2 Oceans Foundation for its support

inclusion

iLABS News – Learning Across Borders

Discourse of

At a time when prevailing neo-liberal policy aims to position

higher education as an economic venture and students as

customers, discourses of inclusion are vital. Terms such as

access, widening participation, equity, equality and diversity,

and lifelong learning commonly feature in discourses of

inclusion related to higher education. The shifting meanings and

fluid uses of these terms serve as an indication of the increasing

tensions between neo-liberal economic forces and the role of

higher education in modern society.

Researchers and theorists, policy-makers and practitioners all

have a voice in the diverse range of discourses of inclusion and

much is still to be learned and understood from a sharing of their

perspectives and experiences.

Whilst conferences busy itself examining and debating scholarly

issues associated with inclusion and widening participation in

higher education, iLABS has mapped international perspectives

on educational inclusion, and developed new collaboration and

joint working for the future.

It was born from the reality that there are neglected links

between research and theory, and policy and practice in the

promotion of widening participation in education. iLABS aims

to provide a forum for the development of theory and creating

innovative practice in the field of widening participation and

lifelong learning.

iLABS is interdisciplinary and cross-sectoral, creating access

and widening participation to higher education, further

education, community-based learning and schools.

In 1979, when Jim Stigler was still a

graduate student at the University of

Michigan, he went to Japan to research

teaching methods and found himself

sitting in the back row of a crowded

fourth-grade math class.

"The teacher was trying to teach the class

how to draw three-dimensional cubes on

paper," Stigler explains, "and one kid was

just totally having trouble with it. His

cube looked all cockeyed, so the teacher

said to him, 'Why don't you go put yours

on the board?' So right there I thought,

'That's interesting! He took the one who

can't do it and told him to go and put it on

the board.' "

Struggle for smarts?

How eastern and western cultures tackle

learning. Stigler knew that in American class-

rooms, it was usually the best kid in the

class who was invited to the board. So he

watched with interest as the Japanese

student dutifully came to the board and

started drawing, but still couldn't

complete the cube. Every few minutes,

the teacher would ask the rest of the class

whether the kid had gotten it right, and

the class would look up from their work,

and shake their heads no. As the period

progressed, Stigler noticed that he was

getting more and more anxious.

"I realized that I was sitting there starting

to perspire," he says, "because I was really

empathizing with this kid. I thought, 'This

kid is going to break into tears!' "

But the kid didn't break into tears. Stigler

says the child continued to draw his cube

with equanimity. "And at the end of the

class, he did make his cube look right!

And the teacher said to the class, 'How

does that look, class?' And they all looked

up and said, 'He did it!' And they broke

into applause." The kid smiled a huge

smile and sat down, clearly proud of

himself.

Stigler is now a professor of psychology

at UCLA who studies teaching and

learning around the world, and he says it

was this small experience that first got

him thinking about how differently East

and West approach the experience of

intellectual struggle. NPR Radio

http://www.facebook.com/ilabs.learningacrossborders

iLAB

S NEW

S

DEC

EMB

ER 2

01

2

VO

LUM

E 1 N

UM

BER

2

5

A’lims, Madrassah teachers and Islamic practitioners are generally schooled

within the non formal and informal arenas of learning. In countries where

Muslims are in the minority we are still involved in a struggle for validation

and recognised certification.

Islamic Higher Education is generally termed as informal, non formal, indigenous

knowledge, faith-based instruction, but never as a part of national qualifications.

As a community we have been discussing, debating, complaining and conferencing

since before the Islamisation frenzy of the 80s. To this end, the iLABS Learning

across borders initiative has embarked on practical ways in which A’lims, Tahfith

instructors and Maktab teachers could be steered and scaffolded in ways that can

open up new academic possibilities and access to formal higher learning

qualifications. This year iLABS has started its academic development programme

with a primary focus on research. On a practical level we have started a mentoring

and development process and look forward to next year InshaAllah.

Creating learning platforms

AHM: Islamic Studies departments in the West are an

anachronism, inasmuch as Jewish Studies are almost

always taught by Jews, Christian studies by Christians,

feminist studies by feminists, and so on; while Islamic

studies are almost invariably taught by people

indifferent to the religion, and in some cases actively

hostile. I have encountered several cases of Muslim

scholars excluded from jobs for which they are well-

qualified simply because appointments committees

believe that Muslims cannot be 'objective' when

teaching Islam. Using that logic, one would have to

prevent Christians from teaching Christianity, and

feminists from teaching feminism, and so on! The only

way around this really is for British Muslims whose

Islam is not conspicuous or even known to enter

university life. Oddly, there seems to be less prejudice

against converts than against native Muslims, perhaps

because converts under-stand how to be inconspicuous

Dr Timothy Winters on Education

when the interests of Islam require this. Most Muslim teachers

of Islam in British universities now are in fact from the

convert community. They face an interesting task, since

Islamic studies, which was until recently a minor academic

ghetto, has taken on immediate and heavy political and

cultural significance in the past two decades. It is on the basis

of the advice and literary output of academics that politicians

often take their decisions in parts of the world about which

they know little. Hence it is of vital importance for Muslims

to rectify the current asymmetry in universities and play a

central role.

Timothy Winter a.k.a. Sheikh Abdal Hakim Murad

graduated from the University of Cambridge in 1983. He

then studied and taught at the Al-Azhar University in Egypt

for several years, and spent several more in Jeddah, with

Shaykh Habib Ahmad Mashhur al-Haddad. He is currently

the Shaykh Zayed Lecturer of Islamic Studies at Cambridge

Q: You have spent much time in Western universities. Do you think that academic

attitudes to Muslims are changing?

iLABS Academic Development

Programme

iLAB

S NEW

S

DEC

EMB

ER 2

01

2

VO

LUM

E 1 N

UM

BER

2

5

http://www.facebook.com/ilabs.learningacrossborders

iLABS News – Learning Across Borders

iLAB

S NEW

S

DEC

EMB

ER 2

01

2

VO

LUM

E 1 N

UM

BER

2

6

“If a person starts telling you, whether you are alone or in the

company of others, something that you already knew very well,

you should pretend as if you do not know it. Do not rush to reveal

your knowledge or to interfere with the speech. Instead, show

your attention and concentration. The honourable Tabi‟i Imam

„Ata ibn Abi Rabah said, “A young man would tell me something

that I may have heard before he was born. Nevertheless, I listen

to him as if I had never heard it before.”

. .Khalid ibn Safwan al-Tamimi, who frequented the courts of two

Khalifas: „Umar ibn „Abd al-‟Aziz and Hisham ibn „Abd al-

Malik, said, “If a person tells you something you have heard

before, or news that you already learnt, do not interrupt him to

exhibit your knowledge to those present. This is rude and ill-

mannered.”

In the Quran Allah SWT describes development as cyclical. At this point we are in the midst of the cycle of the

renewed growth and celebration of knowledge. We have entered the era of Tadhakkur wa tadabbur. Muslim

women and men have inserted themselves within the highest echelons of science, mathematics, medicine, media,

arts, sports, literature, new technologies. Through the Arab spring it is evident that the ummah assert themselves at

a political level. The sheer growth of Muslims demographically are positive signs. Not to mention the rise of Islam in

the west, this is undeniable. One cannot fail to recognise that Muslims are under attack at many levels, however this

is proof that Muslims pose a threat given their trajectory of growth.

One can only be inspired by the academic achievements and theoretical contribution of Muslims all over the world

today. Participating in debates and conferences, heading up all kinds of departments in western universities. A

wonderful development during the past decade is the way in which muslim scholars, particularly traditional ones,

have started to utilise the Internet and new media as learning platforms and sites of producing new knowledge.

Islam is clearly reframing itself in the new millennium. There is much to be hopeful about. May Allah SWT protect

muslim lands and shield Muslims from Ẓulm wherever they may find themselves.

The honourable Imam „Abdullah ibn Wahab al-Qurashi al-

Masri, a companion of Imam Malik, al-Layth ibn Sa‟d and al-

Thawri, said, “Sometimes a person would tell me a story that I

have heard before his parents had wed. Yet I listened as if I have

never heard it before.” Ibrahim ibn al-Junayd said, “A wise man

said to his son, „Learn the art of listening as you learn the art of

speaking.‟”

.Listening well means maintaining eye contact, allowing the

speaker to finish the speech and restraining your urge to

interrupt his speech. .Al-Hafiz al-Khatib al-Baghdadi said in a

poem: “Never interrupt a talk, though you know it inside out.”"

(p 29-30 of “Islamic Manners” by Shaykh „Abd al-Fattah Abu

Ghuddah)

.

A Message of Hope Celebrating 1400 years of muslim

scholastic endeavour…

a beacon of light for the future

1400 years of Islamic scholarship produced of the world’s greatest

theorists. Both Muslims and non Muslims alike have been

celebrating these contributions for centuries. It seems that some

time during the past few centuries, Muslim scholars have passed

on this baton to Europe. The so-called “decline” is over.

The Art of Listening By Shaykh „Abd al-Fattah Abu Ghuddah

.

http://www.facebook.com/ilabs.learningacrossborders

iLABS News – Learning Across Borders

iLAB

S NEW

S

DEC

EMB

ER 2

01

2

VO

LUM

E 1 N

UM

BER

2

7

ISLAMIC TEACHER

Teaching Methodology Theories of Learning Islamic Pedagogy Communication Facilitation

When: Sat 8:30 - 12:00

THE IHYA-ITEP PROGRAMME is a structured training course that develops Islamic

educators in understanding traditional Islamic pedagogy and the use of

contemporary teaching methodologies and facilitation tools.

Register Now ilabs.info@gmail.com

HISTORICALLY, MUSLIM WOMEN PLAYED a pivotal role in the foundation of civilizations with their contributions as jurists, mystics, poets, scholars and may other fields.

Ayesha bint AbuBakr (RA) is known for memorising a multitude of ahadith and teacher of many companions and Hafsah bint Umar (RA) played a pivotal role in the compilation of the Qur’an.

Rubiyya bint Muawidh bint Afrah (RA), was a Hadith scholar her narrations are found in Bukhari, Muslim, Ibn Majah and other compilations.

Shaykh Nadwi states that interestingly, there is no single Hadith which has been rejected from a woman on account of her being a fabricating liar.

Amrah bint Abdur Rahman of the greatest of the female Successors, a jurist, a mufti, and a Hadith specialist. Caliph Umar b. ‘Abdul ‘Aziz used to say: “…Go to Amrah, she is the vast vessel of Hadith.”

Umm Darda, taught in both the great Umayyad Mosque, and Jerusalem. Her class was attended my Imams, jurists, and Hadith scholars including the Caliph Abdul Malik b. Marwan.

Fatima al-Juzdani, was a great scholar from Isfahan. After mastering the book Al- Mu’jam Al-Kabeer, with AbuBakr b. Rida, subsequently taught it many times.

No scholar alive today has studied this book, or part of it with a teacher.

Moreover, there is not a single narration of this book except from women, because it was forgotten by male Hadith scholars!

Fatima al-Samarqandiyya, daughter of Ala’addin al-Samarqand and wife of Imam Kasani,was an expert in Hadith and other religious sciences. Imam Kasani’s students narrate that he consulted his wife on matters of great significance when he was unable to solve them.

Aisha bint Sa’d ibn Abi Waqas, a jurist and scholar, taught the jurist Imam Malik, founder of the Maliki school of Thought.

Asiyah bint Ahmed A. Da'eem b. Ni'mah was known for her recitation of the Qur'an Islamic teaching. Abu Fajr, Zahir al-Taqafiy and ibn Sakina gave her ijaza in teaching.

Aisha bint Muhammad ibn Abdel Hadi in Damascus taught many of the prominent Muslim men of her era. She possessed the shortest chain of narration back to the Prophet (peace be upon him) and taught

of the Hadith scholars, Ibn Hajar Al-Asqalani.

In science, Maryam Al-Astrolabe, 10th Century Syrian scholar pioneered the development of astrolabes; Medieval navigation device used to calculate time, latitude, longitude, the position of the planets. This laid the foundation of the modern GPS and Satellite systems used today.

Fatima al-Fihri founder of the oldest University in the World- Al Qarawiyyin in Fez, Morroco, in 859 CE. This led to12th and 13th centuries, when 160 mosques and madaris were established in Damascus, 26 of which were funded by women through the waqf system.

19th century princess, Nana Asma’u bint Shehu Usmandan Fodiyo of Nigeria was poet, writer, counsellor, teacher and scholar, an advisor to her father and also known as a devotee to and reformer of Muslim women's education.

This newsletter will dedicate a page to this topic over the next 6 months.

Women Re-framing Muslim

By Waseema Hendricks &

Masnoena Kamalie

IHYA TEACHING PROGRAMME

19 JAN – 15 JUNE 2013

Education Programme

iLABS Learning Across Borders for more info on see our Facebook page

VO

LUM

E 1 N

UM

BER

2

5

http://www.facebook.com/ilabs.learningacrossborders

iLABS News – Learning Across Borders

iLAB

S NEW

S

DEC

EMB

ER 2

01

2

VO

LUM

E 1 N

UM

BER

2

8

Millennial muslim

For many a year, Islam

was taught in a way that

the outcomes where people who could

perform their salaah and recite dua‟s, with-

out understanding what they were actually

saying or why they were doing what they

were doing. Yet their commitment was

true and their loyalty without question.

We now live in a time of Instant Know-

ledge in the forms of TV, computers and

the internet, cell phones and I-pods and the

notorious Sheikh Google! Over and above

all of this, would be the Instant Gratifica-

tion Culture that we are trapped in. Like a

virus, it has methodically infected our

society to the core, eroded our morality,

families and to a large extent our Islamic

Culture. Technology has also changed the

way students learn, being able to relate

using multiple modalities at the same time.

Some schools in the Middle East have

opted to go for the paperless school but it

seems that children are too immature to

learn at this level all too often being

distracted by the lure of social networking.

My question now is: Have we made the

adjustments needed to cater for the needs

of the learner we are currently faced with?

Are our “madaaries” doing enough to keep

up with the tremendous rate of change all

around them in order to effectively turn the

tide?

"My time with the ITEP

Course was invigo-

rating. It provided a

foundation for effective

teaching methods and encompassed a broad

range of subjects that broadened my mind to

new perspectives, resources and provided

tools to navigate the murky waters that

educators sometimes swim in. I found myself

pondering on my place in this world as an

Islamic Educator and the course allowed me

to contemplate on my role as an educator.

And to rethink the role played by educators

and the impact that one has on the minds

and thinking of our students especially the

young students."

DISCOVER ISLAM ADVERTISED the course Teaching and Facilita-

tion for Islamic Education Practitioners just as I was becoming

increasing-ly frustrated at home after taking time out from an

exceptionally gruelling stint within a community organisation. I decided

that I would start teaching Islamic Studies the following year.

Opportunely this course came along, which is exactly what I needed to

enhance my skills.

With some trepidation, I registered, apprehensive that the course would

prove to be inadequate. However, I was extremely pleasantly surprised.

Together with an amazing array of students from all walks of life, we

were exposed to a resourceful, knowledgeable, well functioning and

passionate team from iLabs, Abubakr Shabudien and Yasmine Jacobs.

Together they guided us along the paths of history of Islamic Education,

exploring teaching methods extrapolated from the Quran and the

Sunnah, and brought to the shores of South Africa by Tuan Guru,

teaching methodologies still employed We learnt about Pedagogy,

Community of Practice, Cognitive Development and Theories of

Learning, Teaching Practices, Communication and Facilitation skills.

We were exposed to well known theorists in education like Piaget and

Vygotsky and Islamic scholars like Al Ghazali.

Together they strived to achieve the objective of the course – “to produce

efficient, confident, empowered, skilled and dynamic educators of

Islam…..” The efficient and effective training, combined with numerous

assignments, check your progress reports, simulated practicals,

amazingly comprehensive notes and so much more certainly aspire to

achieving these objectives. I would recommend that every individual

involved with the teaching of Islamic Education, and who does not have

a formal education qualification, to undergo this rigorous and practical

course. It can but enhance and empower our educators and benefit our

learners. Thank you iLabs and Discover Islam!

A pleasant surprise

We have already seen a change in

our learners due to the changes

made in our teaching style. We

are seeing learners who used to

be in the “background”, finding their voice for

the first time, now display leadership skills. We

have learnt things about our learners that I

don‟t think we would have without doing this

course. Thank you once again Yasmine and

Abubakr.

by Gadija Essop

by Shahida Darcy

Some paths we choose, some we

are pushed into, other paths we

ignore and some we embrace

enthusiastically - Alhamdulillah

the iLabs path has been a thought provoking

path, one of many challenges,mentally and

intellectually,a mentorship of note and its

potential knows no boundaries,I hope to stick

around for than a while… ALF Shukran

Shukran, for developing and har-

nesssing in us the skills and con-

fidence, to utilize the tools presen-

ted in the course… You‟re an

amazing inspirational educator and mentor…

keep up with the tremendous rate of change all

around them in order to effectively turn the

order to effectively order to order to tide?

Since I have been involved with

iLabs I have only gained, I have

never experienced this type of

stimulating learning.

voices Waseema Hendriks

iLABS News – Learning Across Borders

Shahieda Darcy

Rameez Adams

Masnoena Kamalie

Sh Feroz Mohammed

http://www.facebook.com/ilabs.learningacrossborders