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Bismihi Ta'ala
PROPOSED
HAWZA IN EAST AFRICA FOR OUR COMMUNITY YOUTHS
Proposed by Muslim Bhanji
INTRODUCTION:
Nothing can be better news than
the idea of Tabligh Sub-committee of Africa Federation planning to
revive the Hawza, our community used to have in 80's in Arusha,
Tanzania. Importance of Hawza can not be over emphasised
After the closure of the past
Hawza for whatsoever reasons, Africa Federation under the chairmanship
of Alhaj Mohamed Bhai Dhirani and Alhaj Habib Bhai Mulji had sincerely
worked for the revival of the Hawza, bit it did not materialise somehow.
Today, Alhaj Aliraza Bhai Nanji,
the current chairman of Tabligh Sub-committee of Africa Federation, has
taken on his shoulders the task of reviving the once successful Hawza.
We pray that may Allah (swt) grant him success in this noble and highly
important endeavour, and may the community see once again the fruits of
a well-established Hawza (Amin). As we would like to congratulate him
for embarking upon this highly cherished project, we want to assure him
that our duas and support are always with him. Very soon, our community
history will record that the defunct Hawza was revived by Alhaj Nanji.
Congratulations again.
Highly commendable project as it
is, the bitter fact remains open that once an already established and a
successful running Hawza got closed and many community students got
demoralised in the process. Thus, I would like to remind ourselves that
utmost vigilance, planning and prudence is required in order to get the
Hawza revived, gain the confidence of the youths and get the community
convinced that the past mistakes will not be repeated. I do not want to
sound discouraging but just to caution ourselves on the task and
responsibility that lie ahead.
By careful planning, learning
from our past achievements and setbacks, having our aims and objectives
right, formulating a comprehensive syllabus, and by getting right people
to work with, there is no reason why we should fail again when we are
sincere in our goals and the help of Allah (swt) is with us.
I am definitely not an expert,
nor do I have the knowledge and capability of commenting on Hawza
matters, nonetheless I found myself duty bound to express my humble
ideas on the issue of reviving the Hawza, when Alhaj Nanji called upon
me for my observations.
My humble self and my wife being
part and parcel of the defunct Hawza in Arusha until it was closed, I
will try in this brief write-up, to humbly present some observations
based upon the achievements and setbacks encountered during my stay over
there. More over, since both me and my wife have also an experience of
not less than three years studies in Hawzas in Iran, and have been
Alhamdulillah active in Tabligh works for almost 18 years now in East
Africa and abroad, I will also try to summarise my observations based
upon the experiences of these challenging period of our life. Wa Billahi
At-Tawfeeq.
Muslim Bhanji - Dodoma,
E-mail:
dar-ul-muslimeen@raha.com
AIMS AND OBJECTIVES:
Neither proper syllabus or
curriculum can be designed, nor any success can be evaluated without
first visualising a clear aim and objective of any project. What is the
aim of our Hawza? What do we want to achieve? What is our target? What
do we expect from the end-product of the Hawza? Without answering the
above questions, we can reach nowhere.
Do we want to produce Imams of
the mosques who can lead prayers, conduct Nikah ceremonies, recite
Majalis on certain occasions, and take 'Istikhara'; OR Madrassah
teachers who can teach Islamic knowledge to our students in the Madaris
and academic schools?
Do we want to produce just
practicing and pious Muslim youths so that they can raise responsible
Islamic families and be models for others in the community; OR
Muballighs (missionaries) who are ready to sacrifice their academic
posts and worldly luxuries to travel to remote areas in villages to
preach?
Do we want our Muballighs to
preach in our Community centers only OR also to local Shia communities
in Africa? Do we want our muballighs to be good orators in the Majalis
OR also good teachers in the classrooms and prominent authors of Islamic
themes?
Do we want them to be simply
orators, authors and teachers, OR also managers, administrators, and
heads of our institutions? Do we want to teach them in Arabic language
only, OR do we want to polish their other speaking languages as well and
train them to be good speakers in Gujrati, Urdu, English, and
Kiswahili?
The easiest and most tempting
answer is we want to produce all of the above. Fair and good. Does our
curriculum and syllabus allow for the above mentioned objectives? Is the
course duration sufficient to achieve all the above? Do we have enough
qualified teachers, well-designed syllabus and text books for the above
courses?
My intention of listing the
above objectives was not to complicate the matter but to insist that we
should :
- From the beginning be very
clear about our aims.
- Encourage, motivate and
inform the Hawza students accordingly, so that they know what is
expected from them, and thus are mentally and psychologically geared
towards the aims.
- Design appropriate syllabus
to reach the aims.
My humble suggestion over here
is to get the aim right and clear, and then divide the curriculum into
different modules and courses in order to achieve the intended objective
by any prospective student.
CURRICULUM AND
SYLLABUS:
Once the major general aim is
made unambiguous, the curriculum needs to be categorised into small and
precise modules and courses, in order to achieve the goals step by step.
Brief and fast outlook of the curriculum can be as follows. This is a
very general outline and just a 'sample'. Changes and minute details
should be done as required accordingly:
FIRST STAGE:
CERTIFICATE LEVEL
COURSE IN ISLAMIC STUDIES: (PRE-GRADUATION COURSE) - Two Years.
1-
Talabul Ilm:
Value of Knowledge in Islam, Merits of Taalibul Ilm, Merits of Ulemas
and Muballighs, importance of Da'wah work, our responsibilities towards
our community and Muslim Ummah at large, etc.
Aim: To inject the required
motivation for the Tabligh work in the future.
2-
Arabic Language:
Reading, Writing, Communication, Comprehension, and Basic Grammar.
Aim:
To master the language as the medium of Hawza instructions.
3-
Ulumul Quran:
Pronunciation (Tajweed), Memorisation, and Tafseer of selected suras.
4-
Fiqh:
Full course on Fiqh Masaels and Fatwas by our Marja', i.e. 'Al-Masael
Al-Muntakhibah' of Ayatullah Al-Marja' As-Syed Ali Husainin Siistani (Daama
Dhilluhu).
Aim: To get fully conversant with the daily practical Islamic laws.
5-
Aqaaid (Beliefs)
: Study of Usoole Diin (Tawhiid, Adaalah, Nubuwwah, Imamah and Qiyaamah)
with detailed evidences from the Holy Quran, Sunnah, logic and
Scientific arguments.
Aim: To have firm foundation
and conviction of beliefs and ability to defend it against the
non-believers whenever need arises.
6-
Ilmul Hadith
: Selected sections from the books of Hadith, i.e. Nahjul Balagha,
Mizanul Hikmah, etc.
Aim: To get conversant with
the sayings and Ahadith of our Aimmah (a.s.)
7-
Taariikh-ul-Islami : Study of selected
portions of Islamic history and its analysis, from the life history of
our Prophet Muhammad (saww) and Aimmah (as).
Aim: To obtain practical
lessons as a life guideline from the history of Ma'soomeen (as).
8-
Islamic State and
Muslim current affairs: Glory of past
Muslim civilization, its achievements and setbacks, the current sad
affairs of Muslims, analysis of reasons and solutions, revival of the
past glory, the advent of Imam Mahdi (atfs), etc.
Aim:
To appreciate the contributions of Islam to the world, to be proud of
being a Muslim, and get motivated to work for the revival of Islam in
the community.
9-
Akhlaq (Ethics
and Morals): Discussion of Islamic
ethics, morals and psychological issues from the viewpoint of the holy
Quran and seerah of Aimmah (as).
Aim:
To appreciate the importance of Islamic morals and how to apply it in
our daily life for success in this world and the Hereafter.
10-
Computer Basic
Skills: Microsoft Office, Electronic
mails and Internet programme studies.
Aim: Computer as a tool for
Tabligh
Very
strict programme of attending Salatul Jama'ah, Duas and Majalis, Night
prayers, and all other spiritual programmes is highly emphasised. Such
programmes should be arranged within the Hawza campus, rather than
allowing the students to make frequent trips to communal centers.
The
daily time-table of the student should be programmed extensively and
comprehensively in order to avoid unnecessary wastage of time and
bickering. Such time-table would include apart from lessons, time for
reading, discussions, sleeping and awakening time, resting time, sports,
etc.
SECOND STAGE:
ADVANCED DIPLOMA
LEVEL IN ISLAMIC STUDIES (Two years)
Option No. 1 -
"Islamic Teachers' Training Course".
This
course is only for those who have completed the first stage of the
above classified "Certificate Level Course in Islamic Studies" or
equivalent.
It
will deal more on preparing Islamic School or Madrassah Teachers' by
imparting detailed lessons on Training Methodology and School
administration as follows:
- Teachers' Training
Methodology: Lesson Preparations, Class-room Control, Pupils'
Psychology, Use of Teaching aids, Lesson plans, Evaluation, etc.
- Counselling.
- Research Methodology
- Islamic Schools/Madrassah
Management and Administration.
TEACHING SUBJECTS:
Proposed subjects are listed as follows with greater emphasis on
teaching methods :
1-
Advanced Arabic Language:
Advanced Grammar and Literature.
2-
Ulumul Quran: Memorisation,
Tafseer and Tadabbur of more suras.
3-
Usulul Fiqh
4-
Fiqh Al-Imam Ja'far Sadiq
(as)
5-
Mantiq (Use of Logic)
6-
Aqaaid (Beliefs): Comparative
Beliefs of major world religions and Islamic sects.
7-
Ilmul Hadith : More sections
from the books of Hadith, i.e. Nahjul Balagha, Mizanul Hikmah, Usulul
Kaafi, etc.
8-
Taariikhul Islami : Study of
more selected portions of Islamic history and its detailed analysis,
from the life history of our Prophet Muhammad (saww) and Aimmah (as).
9-
Islamic State and Muslim
current affairs: Glory of past Muslim civilization, its achievements and
setbacks, the current sad affairs of Muslims, analysis of reasons and
solutions, revival of the past glory, the advent of Imam Mahdi (atfs),
etc.
10-
Akhlaq (Ethics and Morals):
Discussion of Islamic ethics, morals and psychological issues from the
viewpoint of the holy Quran and seerah of Aimmah (as).
ADVANCED DIPLOMA
LEVEL IN ISLAMIC STUDIES (Two years)
Option No. 2 - "Tabligh
Methodology Course".
The
same Advanced Diploma syllabus will be followed here also, except that
apart from all the teaching subjects as mentioned in Option no. 1,
greater emphasis will be laid on "Tabligh Methods" such as:
·
Oratory: for Majalis and
Speeches.
·
Imamul Jama'ah : To fulfil
the general duties of leading Salatul Jama'ah, and recitation of Khutbas,
Duas, Nikah, Istekhara, etc.
·
Counselling : to needy
elders, youths,
and children.
·
Research Methodology.
·
Art of Da'wah work : (a) To
the community. (b) To the non-shias.
·
Community and its needs.
·
Shia converts and their
needs.
Students who would prefer to do
both the options: 'Teaching Training Course' as well as 'Tabligh
Methodology Course', will be required to study one more year (i.e. a
total of five years).
Summary of the
proposed courses provided by the Hawza is as follows:
1)
Certificate Level Course in Islamic Studies: (Pre-Graduation Course) - 2
years.
2)
Advanced Diploma Course in
Islamic Studies with "Teachers' Training" Option - (2
years).
3)
Advanced Diploma course in
Islamic Studies with "Tabligh Methodology" Option - (2 years).
4)
Advanced Diploma course in
Islamic studies with both "Teachers' Training" and "Tabligh Methodology"
Option - (3 years)
It would be a total number of 5
years complete Course including the Certificate level, and the Advanced
Diploma level with both the 'Teachers Training' and 'Tabligh
Methodology' options. More options can be added as deemed necessary.
DEGREE
COURSES
For further degree courses and
research work, students can be referred to higher institutions in the
I.R. of Iran.
LOCATION
OF HAWZA AND BOARDING FACILITIES:
Location of Hawza is highly
preferable to be in the relatively calm peaceful outskirt areas. away
from the hustles of the city life. The corrupt and busy city life can
prove to be a major intrusive factor and adversely affect the spiritual
training of the student.
In the first training year, it
is highly recommended that the students conduct their own Salaat, Majlis
and dua programmes within their campus away from communal centers, in
order to restrict the discouraging remarks by less-enthusiastic members
of the community. Frequent visits outside the campus should be
discouraged, except for Fridays whereby the students can participate in
Jumu'ah prayers.
Sports activities should be a
mandatory part of the curriculum and it is very important that Hawza
premises should have their own sports ground and games facilities to
discourage students to go out of the Hawza premises.
One room should be shared by not
less than three or four students, to discourage, God forbid, any
unethical relation between two students in privacy.
In order to train the students
for hard life and self-discipline, they should be encouraged to do their
own cloth-washing, ironing, laundry, general cleaning, gardening, etc.
ENTRY QUALIFICATIONS
AND REQUIREMENTS:
It is recommended that only
students with the following requirements should be recruited to achieve
better product:
- Form four or equivalent
ordinary level certificate holder.
- Community Madrassah Graduate
or basic knowledge on Quran reading and basic Fiqh Masaels.
- Apparent aptitude towards
Islamic Studies, communal service and spirit of Da'wah work.
- Free from past record of bad
Akhlaq and Morals.
- Showing readiness to live in
a humble environment with average type of food and boarding
facilities. High expectations and luxurious life style is not
conducive for the training towards the desired goal.
It is quite understandable that
it will not be easy to get the required quota number of students in the
beginning. To get desired number of good students, Hawza administrators
would need to travel extensively in all the Jamaats in East Africa
including Madagascar to motivate and encourage the enrolment of
qualified candidates. However, this should not discourage us, as all
successful Hawzas always started with very few students in the start,
sometimes not more than three or four students.
However, the basic worry of any
candidate, especially the boys, is his future carreer and means of
earning livelihood after completing the Hawza. Usually the Hawza
graduates can be classified into three groups:
1-
Those who go back to their
academic profession and/or business projects and do not participate in
any Tabligh activities whatsoever.
2-
Those who go back to their
academic profession and/or business projects but participate in Tabligh
activities part time.
3-
Those who sacrifice their
life fully in the path of Da'wah work and Tabligh activities.
The third group, though the
minority one, should be greatly encouraged and financially assisted so
that he carries on with this missionary zeal up to the end. I suggest to
create a special fund under the Africa Federation office to help such
graduates with a handsome salary every month so that he does not have to
worry for his daily basic needs. This fund has to be announced to the
prospective candidates in advance so as to attract more students towards
the Hawza courses.
MANAGEMENT AND
ADMINISTRATION:
Since the aim is to recruit
Khoja Shia students in the Hawza who would ultimately serve Muslim Ummah
in general and our Khoja Shia community in particular, the
administration and the management of the Hawza should be in the hand of
an able person from within the community who is fully conversant with:
-
The history of Khoja Shia
Community and the local indigeneous people.
-
The need of the Khoja Shia
Community as well as the need of the local indigenous people in the
field of religious education and tabligh.
-
The system of Hawzas in other
parts of the Shia world.
-
The knowledge of local
languages such as English and Kiswahili.
-
Knowledge of Arabic language
would be an added advantage.
-
Administration and management
skills.
-
Aptitude towards religious
knowledge and Tabligh work.
PRINCIPAL AND THE
CHIEF MISSIONARY:
The backbone of any educational
institution is not its buildings and boarding facilities but qualified
teachers headed by an energetic, enthusiastic and innovative principal.
Apart from his proficiency in Islamic studies and Hawza degrees, the
principal should be able to converse in English language as to remove
the language barrier between himself and the newly recruited students
and the local people around him.
The duty of the Principal and
his team of teachers would be among others to:
-
Prepare a detailed syllabus
and scheme of works.
-
Ensure the smooth teaching of
the topics enlisted in the syllabus.
-
Evaluate the performance of
the pupils through periodical tests, exams, projects, and practical
missionary assignments.
-
Suggest and provide for the
Text books required in the syllabus.
-
Recruit qualified teachers
for the teaching job.
-
Solve any disciplinary
problems encountered.
It would be a worthwhile for the
Tabligh Sub-committee personnel to visit prominent Hawzas in Iran, Iraq,
Syria, and Lebanon to get hold of a qualified personality for the high
position of the principal.
KHOJA SHIA
MUBALLIGHS:
As is said, 'include the brains
of experienced people in your projects', it would be greatly beneficial
if observations and ideas are sought from the concerned Khoja Shia Hawza
graduates and muballighs who are already in the field. Names of some
whom I can remember are:
Shaikh Shabbir Maithami (Qum),
E-mail Address:
zahra_uni@aalulbayt.org;
sh-lakhani@noornet.net
Shaikh Murtuza Alidina (Qum),
E-mail Address:
alidina@noornet.net
Shaikh Muhammad Khalfan (Qum),
E-mail Address:
mkhalfan@noornet.net
Shaikh Mustufa Jaffer (London),
E-mail Address:
MustafaJ@world-Federation.org
Shaikh Hasnain Kassamali
(Canada), E-mail Address:
kassamali@telus.net
Shaikh Mujahid Sheriff (Mombasa)
and others.
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