Madrasahs in Singapore - Knowledge (XXG)

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improve the quality of madrasah education in Singapore. The JMS includes three of the six full-time madrasahs. Under the new system, Irsyad will provide only primary education while Aljunied and Al-Arabiah will only offer secondary and tertiary education. Accordingly, Irsyad will become the feeder primary school to Aljunied and Al-Arabiah. Aljunied will specialize in religious schooling, while Al-Arabiah will specialize in academic, secular schooling. Under this system, students are thus afforded "more choices" to excel in what they desire, be it in religious studies or in academic learning. The system would also offer a "broad-based", "multidisciplinary and integrated curriculum", which has been described as "a major paradigm shift in madrasah education." Facilities of madrasahs under the JMS have been upgraded to support the revamped curriculum, thus allowing for more enrichment programs beyond the classroom and madrasah. A S$ 2 million fund has been allocated to the JMS for the recruitment of new teaching and administrative staff. The JMS is expected to be fully implemented by 2015.

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To this end, the "PSLE requirement" has been described as "the main driver of change for Singapore madrasahs in the 21st century." In order to make the cut, madrasahs made sweeping reforms and necessary preparations by equipping students with improved competencies in English, Mathematics and Science. Such measures include a greater emphasis on English as a medium of instruction, and the introduction of a learning support programme to assist weaker students. Madrasah Aljunied, for example, devoted 7 hours a week to the subject of mathematics, compared to 3 previously. School hours were also extended to accommodate both religious and secular subjects in preparation for the PSLE. Despite taking such measures, Madrasah Wak Tanjong did not meet the benchmark twice in the 3-year assessment period from 2008 to 2010. As a result, it could only resume its primary school enrollment in 2015.

741:(PSLE). Madrasah students must meet the score set by Malay pupils in the six lowest-performing national schools at the PSLE at least twice within a three-year period. Failure to meet this benchmark would mean that particular madrasah would not be allowed to offer primary classes for a year. New intakes of students into madrasahs would be capped at 400 a year. PM Goh further emphasized that the policy was not intended to close down the madrasahs, and the Government's willingness to support one madrasah from primary to secondary level was testimony to its recognition of the importance of madrasahs. This was later honoured when the Government upgraded Madrasah Irsyad with the necessary funding and infrastructure support, allowing the madrasah to shift to a $ 16 million, eight-storey building at the Singapore Islamic Hub on Braddell Road. 928:

workshops and seminars. a number of teachers to pursue teaching qualifications at the National Institute of Education in Singapore and at Edith Cowan University in Australia. In November 2007, MUIS and the National Institute of Education jointly launched a specialist diploma course aimed at equipping madrasah teachers with critical pedagogical skills. It is estimated that 90% of the teachers at madrasahs would have sat for the diploma by the end of 2010. By 2012, 73 madrasah teachers have obtained their Diploma in Education qualification and another 76 teachers have graduated from the Specialist Diploma Programme at the NIE. Informally, some teachers have, at their own initiative, tapped into their networks of friends and acquaintances in mainstream schools to arrange for brief attachments to these schools for lesson observations.

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certain extent. As of 2012, a total of S$ 5.18 million were directly disbursed to all six madrasahs from the Madrasah Fund. In addition, an endowment fund was set up by MUIS in 2012 to provide further financing for the madrasahs. Wakaf Ilmu, as the fund is called, is composed of contributions from an Islamic general endowment fund administered by the MUIS, corporate donations, and donations and pledges from the public, including students. As of 2014, the Wakaf Ilmu fund has grown to $ 6.3 million, more than double the initial amount of $ 3 million when it was first set up.

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that it is "important for our religious scholars and leaders to have a good grounding in non-religious subjects. It prepares them to guide Singapore's Muslims to live in a modern, technological society." PM Lee assured that while the Government will help with secular subjects, it will leave religious education in the hands of MUIS and the community. It is reported that these enhanced Government support to madrasahs have enjoyed a "positive response" by madrasah students and staff alike. In 2015, Minister

661:, were particularly incriminating: Malay-Muslim students in national schools performed far better than their counterparts in madrasahs. Data further revealed a high attrition rate of 65% amongst madrasah students. This was troubling, because madrasah students who dropped out with only a primary or secondary education found that they had neither the necessary skills to join the national labor force nor the necessary qualifications to be religious educators. With these concerns at hand, 533: 879:, madrasahs often face difficulties in attracting qualified teachers due to their lack of funds. In addition, most madrasah teachers receive little training in pedagogy, making standards "rather patchy". In the case of one madrasah, more than S$ 800,000 was required to finance its annual operations, but only 50% of this was met through fees and miscellaneous grants disbursed by MUIS. Valuable, scarce resources had to be diverted to fulfill the other 50% through 949: 114:. But by the turn of the 21st century, madrasahs were forced to adapt and implement sweeping reforms in response to government policies and contemporary expectations by society and the Malay-Muslim society. Today, madrasahs have largely improved and excelled. However, challenges that pertain to their funding, curricula and teaching methodologies remain largely unsolved till today. 820:, among other overseas universities. When graduates return, most end up as religious teachers at full-time or part-time madrasahs. Others find jobs that deal with Muslim affairs in government institutions such as MUIS or the Syariah Court. A handful of students who attend local universities or polytechnics would go on to obtain careers in their respective professional fields. 963: 208:, some forms of supplication and Arabic songs. Beyond this, students were not taught to learn the Qur'anic principles to comprehend their social, moral, political and economical roles as espoused in the Qur'an. In spite of the admittedly narrow approach to Islamic education, students of the Qur'anic school could proceed to learn the 837:

institutions of religious education, "have kept as much as seventy percent of the curriculum time for religious subjects, including Arabic, while English, Malay and Mathematics remain at the periphery." In contrast, madrasahs such as Wak Tanjong, Al-Maarif and Irsyad provide roughly equal emphasis to religious and secular subjects.

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a year, I think we can live with that. But if you are training 400, 500, 1000, 2000 in full-time madrasahs or in full-time religious education supplemented by some secular subjects, what will be the future of the Malay community? ... I cannot say, however, that some madrasahs may not close because we want to have standards.

548:. In response, more madrasahs attempted to stay relevant by incorporating secular subjects in their curriculum. By the time Singapore attained self-governance in 1959, the number of madrasahs had doubled from 6 to 12. The number of madrasahs, and students attending such institutions, further ballooned during the period of 841:

that such an orientation, however, will compromise to a great extent the emphasis on religious education and values in madrasahs. In spite of fears that the madrasah identity would be lost, such improvements in the students' knowledge repertoire have, in fact, added to the attractiveness of madrasah education.

560:, taking in students who had failed the national school system... as providers of a social service to the community." By 1982, only four madrasahs providing secondary education and five providing primary education remained. To a large extent, the madrasahs "became, very much, schools on the periphery". 936:

Another challenge madrasahs face is whether the madrasah students can integrate into the larger society. In 2004, Madrasah Wak Tanjong (located at Sims Avenue) included in its national day celebrations and open house, four teachers and 40 students from Takada Junior High, a Buddhist school in Nagoya,

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The long-standing issue of funding has been noted and discussed on numerous occasions, but without being adequately resolved. The launch of the Madrasah Fund in 1994 allowed madrasahs to tackle existing funding problems with contributions from the public, MUIS and Mendaki, and provided a respite to a

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As private institutions, madrasahs historically receive funding mainly from wealthy Muslim philanthropists or Muslim-based organizations. Today, the issue of funding poses one of the most severe, perennial problems plaguing madrasah education since the 1960s, and is often a contributing factor itself

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As private institutions, madrasahs do not receive full Government funding and are only "loosely regulated" by the Ministry of Education. Madrasahs are individually run by their self-appointed management committees, and are thus conferred significant autonomy to develop and select their own curriculum

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Speech. This proposed policy meant that children between the ages of six and 15 must attend six years of primary school education at a national school. The policy effectively implied that madrasahs could no longer offer their primary classes as an alternative to national primary schooling. In support

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In addition, most madrasah teachers receive little training in pedagogy, making standards "rather patchy". Since 2008, MUIS has spent more than S$ 3 million on teacher training programmes organised in partnership with the National Institute of Education (NIE) and Edith Cowan University in Australia,

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leaders. On the other hand, madrasah advocates were "aroused, if not agitated", and vehemently resisted the policy which they had perceived to be a governmental ploy, made with a "sinister motive" "to undermine the Muslim parochial school system". Many saw the policy as infringing on their right and

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Issue not about madrasah's future, but the future of Muslim children ... 'Do you want them to grow up all being religious teachers and religious preachers, or do you want them to be trained in IT, to be engineers, doctors, architects, professionals? If the madrasahs were training 100 or 200 students

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and socio-economic status—and with it, a "greater desire to widen the scope and vision of Islamic education". There was a new expectation that madrasahs should provide not only religious education, but also academic skills like Mathematics, Science and English. Accordingly, this period was marked by

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education and national education. It must be noted, however, that despite the efforts by MUIS in consolidating and upgrading the madrasah system, results were "slow and few, partly due to tacit resistance by the madrasahs". These madrasahs, having established and managed themselves independently for

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In recent years, madrasahs have been increasing curriculum time for English, Mathematics, and Science to match the time spent on these subjects in mainstream schools. To accommodate both, the school day at Irsyad Zuhri Al-Islamiah is three hours longer than at the mainstream schools. It is accepted

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The enactment of the Compulsory Education Act in 2001, and its eventual implementation in 2003, meant that madrasahs had to prepare the pioneer batch of madrasah students seating for their PSLE in 2008 to meet the benchmark, lest the authorities halt primary enrollment for that particular madrasah.

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PERGAS rejects the proposal, in its present form, to implement this if it causes the closure of schooling in primary madrasah, which to PERGAS is tantamount to the gradual and inevitable closure of the madrasah, even if not intended... Any future proposal seen as undermining this institution would

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their children in a manner they see fit. They were also genuinely concerned that there would be insufficient number of students who would be motivated to switch to the madrasah after having spent six years in the national schools, leading to an extinction of the madrasahs. In any case, they argued,

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But for the resurgence of Islam, it would have been a success. … Some 10 per cent of the population are in specially run religious schools where you learn Arabic and the Quran and Malay, and a little bit of Science and Mathematics and English, but in a fast-changing society like Singapore, how are

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Despite its initial expansion, the popularity of madrasahs declined with the emergence of national schools, and many were closed. Whilst madrasahs in Singapore had previously shone as regional beacons of knowledge during the colonial era, their roles in the post-independence era were very much dim.

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traditionalists, who mainly comprised the official religious hierarchy and traditional Malay elite, deemed Al-Iqbal's practices as "Westernized" and "profane", and therefore contradictory to Islam. In the face of negative feedback by the local community, Al-Iqbal was forced to close and relocate to

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pledged that the Government will work with the MUIS to strengthen the teaching of secular subjects in madrasahs such as mathematics and science. It will also give financial aid to improve the skills of these teachers, and fund awards for students who do well in them. Speaking in Malay, PM Lee said

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The defiant stance of madrasah advocates made clear that the majority of the Muslim community was anxious to maintain the madrasah institution. After a series of closed-door meetings and open forums, PM Goh announced that madrasahs could be exempted from compulsory education on condition that they

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expenses, while non-boarders had to pay between 24 and 96 Straits dollars. Such fees were beyond the reach of the Muslim community at that time. Another reason for its poor reception was the resistance and disapproval of Al-Iqbal's modernist and reformist agenda by religious traditionalists. These

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Of the pioneer batch in 2008, 98% of the 321 pupils qualified to progress to secondary school, higher than the national average of 97%. In 2009, 93% of the 363 pupils who sat for the PSLE qualified for secondary school. Since the inception of the PSLE requirement, the majority of the madrasahs in

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The proposal for a compulsory education policy drew "mixed but intense response from different sections of the Malay-Muslim community". On one hand, some recognized the inadequacies of the madrasah system and supported the policy—such was the view of the Malay political leaders and some community

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The structure of this madrassah was generally characterized by its systematic organization, such as fixed curriculum period, division of educational levels into primary and secondary, as well as existence of facilities such as chairs and tables for students. As for the enhancement of intellectual

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The quick demise of Al-Iqbal had diminished the "reformist zeal" of the early madrasahs, but did not extinguish it. Despite Al-Iqbal's premature closure, its legacy as a reformist madrasah was apparent—it is postulated that Al-Iqbal represented "the forerunner of other reformist schools that were

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It was recognised that it was not "efficient or effective for each madrasah to have primary and secondary or even pre-university classes", given the small number of students entering the madrasahs each year. Accordingly, in January 2009, the Joint-Madrasah System (JMS) was implemented to further

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to their children. The Edusave scheme was implemented in 1993 to provide yearly monetary contributions to every student for their holistic development, but madrasah students were conspicuously left out. It was only after 20 years from its inception did the Government decide to grant the annual

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as private candidates. Despite these developments, madrasahs still faced challenges. By the mid-1980s, a gender disparity was apparent—almost 95% of madrasah students were female. This became a cause of concern for MUIS, which was worried that there would be a lack of male religious officials.

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As an alternative to Al-Iqbal, Madrasah Al-Maarif was established in 1936 by Syeikh Muhammad Fadhlullah Suhaimi, a strong advocate of education for girls. Al-Maarif's reformist ideals were apparent from its inception: its curriculum included non-religious subjects. Al-Maarif was also the first

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Nevertheless, by the early 1990s, the decline in demand for madrasahs in the post-independence era began to reverse. During this period, the popularity and demand for madrasah education rose and peaked, so much so that the number of applications always superseded the enrollment, half of such

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On 1 March 1990, MUIS gained control of the registration and management of madrasahs pursuant to Section 87 and 88 of AMLA. Sweeping reforms were made that "revived interest in the kind of education madrasahs could offer". A centralized curriculum for madrasahs was established. A degree of

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Associate Professor Khairudin and Dayang Hussin postulated that Al-Maarif and Al-Iqbal represented a new breed of madrasahs imbibing aspects of Islamic reformist ideals and accordingly, represented the beginning of formal Muslim education. As Assoc. Prof. Khairudin and Dayang Hussin wrote:

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Different madrasahs provide different pedagogies and juggle both religious and secular subjects in differentiated ways and with varying degrees of success—there are no uniform approaches or common curriculum. Madrasah Alsagoff and Madrasah Aljunied, riding on their reputation as excellent

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opportunities. The early madrasahs in Singapore established by the reformists were therefore "modernist institutions", and were lauded for the attempt (albeit limited) to shift Islamic education away from such traditional forms to a more Westernised structure.

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palaces where the religious teacher was engaged to teach Islam privately and voluntarily. The venue of these lessons gradually shifted to the homes of religious teachers, in mosques or in the surau (prayer halls). Qur'anic schools focused on the mastery of the

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Madrasah students take a range of Islamic religious subjects in addition to mainstream curriculum subjects and sit for the national examinations like their peers. They can often be easily identified by their distinctive traditional Malay uniform, including the

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One of the challenges madrasahs face is whether madrasah students can effectively contribute to the knowledge-based economy. Professor Mukhlis particularly asserts that the current objectives of including secular subjects has been "mostly for

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than that of a madrasah. As-Sibyan was run by an Indonesian religious teacher who taught in his home at Bussorah street. The main educational focus in As-Sibyan was the memorization of the Qur'an. As-Sibyan relocated to Lorong Engku Aman in

598:(PSTE), which is a religious knowledge component certificate examination for students at the Secondary Four level in the madrasahs was introduced. By the late 1990s, the curriculum was revamped to include initiatives from the 753:

announced that the academic performance of madrasah students have improved over the years. He pointed out that in 2014, 61.7% of madrasah students made it to the Express stream, a 16% increase compared to the year before.

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Despite the apparent popularity of the madrasahs, the growing community support had also added new pressures. During this period, both the Muslim community and Singaporeans as a whole experienced a general rise in

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Following the import of Islam into Singapore in the early 15th century, the earliest forms of Islamic schools in Singapore were rudimentary and informal in nature. These schools, namely the Qur'anic schools and

2667:". Secularism and Spirituality: Seeking Integrated Knowledge and Success in Madrasah Education in Singapore. Singapore: Singapore: Institute of Policy Studies & Marshall Cavendish Academic. pp. 29–57. 2298: 523:

did not arise during the colonial era because the education landscape was already varied and each community catered to its own educational needs. Madrasahs were thus very much left to their own devices.

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By 1941, the madrasahs in Singapore were educating about 2,000 students in total. By this time, Singapore was a major regional centre of Islamic education, producing and attracting many of the prominent

576:(MUIS) and numerous reforms were made. In that year, Madrasah Aljunied Al-Islamiah included English, Malay, mathematics and science in its curriculum, 39 years after its existence, and offered the GCE 130: 915:

announced that madrasah students will no longer have to pay national examination fees, similar to that of other students studying in national schools. These fees will be footed by MUIS and the

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tradition, the madrassah incorporated other 'non-religious' subjects, such as mathematics and science (and other subjects depending on respective madrassah) in addition to subjects on Islam.

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Al-Iqbal was not well-received by the local Muslim community then. This can be attributed to two reasons. The first being its expensive school fees: boarders had to pay an annual fee of 300

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The role of madrasahs became confined to the sole production of religious teachers and officials for the local community. Beyond this limited role, madrasahs merely served as "a kind of

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The term 'madrasah' is legally and colloquially defined in Singapore as a 'religious school'. Madrasahs have existed in Singapore since the import of Islam in the early 15th century .

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time, teaching methodologies, educational materials and their own teachers. As a consequence, the structure and pedagogy of the madrasahs often greatly differ from the conventional

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The first "modern madrasah" in Singapore, Al-Iqbal Al-Islamiah, was established on 4 February 1908, and was located at 107 Selegie Road. It was founded by an Islamic reformist,

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ends," and does not fully embody the true reformist objective of acquiring secular knowledge "as intrinsic to man's rational nature," which was evident in the early madrasahs.

519:(ulama) in the region. This period is thus often referred to as the "golden period" of madrasahs in Singapore. The question of whether madrasahs conformed to the mainstream 338:

sometime around 1923. Unfortunately, little is known about As-Sibyan after that year. However, what is evident is that As-Sibyan had long since ceased operations because no

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Today, there are six full-time madrasahs with approximately 4,400 students and 220 religious teachers in total. They have a combined annual intake of about 400 students.

731:— Singapore Islamic Scholars & Religious Teachers Association (PERGAS), Press Statement, "The 'Compulsory Education' – Madrasah Issue: The Stand of PERGAS" 2008: 2814: 2727: 899:

Edusave grant to madrasah students in 2013. Madrasahs students, however, remain ineligible for Edusave awards. The rationale given by Minister of State for Education,

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to the other challenges faced by madrasahs. The lack of funds naturally hinders madrasahs from procuring the necessary upgrades to resources, facilities, supplies and

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debates and discourse over the purpose and relevance of madrasah education. In response, madrasahs were forced to adapt to such rapidly changing circumstances.

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and memorization. Its curriculum integrated a broad range of subjects from religious topics such as the usual recitation of the Qur'an, Arabic language and

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espoused by the state. In particular, questions were raised on the national platform as to whether madrasahs students can effectively contribute to a

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schools significantly contributed "towards a progressive eradication of myths and legends which were pervasive in Malay texts and society during the

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schools were later leveled at their "limited" and "constricted methods of teaching of Islam". Despite its shortcomings, it is important to note that

3019: 916: 107: 2361:"Madrasahs Benefitted from Disbursements of Zakat in Last 5 Years | Media Coverage | Newsroom | National Institute of Education (NIE), Singapore" 2261: 2988: 2983: 2917: 2849: 2475: 581: 577: 573: 1693:"School Effectiveness and Nation-Building in Singapore: Analysis of Discourses on Madrasahs and Why Madrasahs Stand Out From National Schools" 1510: 2947: 1849:

PERGAS (1999, April 1). "The 'Compulsory Education' – Madrasah Issue: The Stand of PERGAS", Press Statement, PERGAS, from the World Wide Web

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School Effectiveness and Nation-Building in Singapore: Analysis of Discourses on Madrasahs and Why Madrasahs Stand Out From National Schools

110:, had enjoyed a "golden period" in becoming the centre of Islamic education in the region by producing and attracting many of the prominent 2978: 2839: 2807: 2720: 2360: 2664: 2333: 3136: 3060: 3009: 2973: 2864: 2687: 2672: 1745: 1473: 738: 3141: 2881: 2747: 1762: 599: 2497: 2044: 828: 3055: 2871: 2844: 569: 2398: 350: 3167: 3162: 3118: 3080: 3075: 2800: 2767: 2713: 2582:"National Day Rally 2015: Malay/Muslim community has made huge progress; madrasahs to get help in teaching of secular subjects" 2445: 2105: 817: 71: 781: 3094: 2937: 2757: 491: 167:

One of the earliest types of an informal Islamic educational institution was the Qur'anic school. It started in the halls of

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madrasah to accept female students as well as male. Today, Al-Maarif is one of the only two madrasahs that offer madrasah

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Irsyad said it was in talks to export its widely commended madrasah model to madrasas in the Philippines and Thailand.

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Compared to its predecessors, Al-Iqbal was a "modern" and "revolutionary" madrasah. In terms of pedagogy, it advocated

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The first recorded madrasah in Singapore, As-Sibyan, was established in 1905 at Bussorah Street in the vicinity of the

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for girls, in stark contrast to national schools that prohibit such religious headgear. Madrasahs are deeply rooted in

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Noor Aisha Abdul Rahman & A. E. Lai (2006). "Between State Interests and Citizen Rights: Whither the Madrasah".

2859: 2236: 2203: 1560: 2609: 1819:". Journal of Muslim Minority Affairs, Vol. 25, No. 2, August 2005. Retrieved 17 December 2015, at p. 258, citing 1199:

Ooi Giok Ling & Chee Min Fui (2007). "They Play Soccer too!--Madrasah education in multicultural Singapore".

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was collated on behalf of the parents of Madrasah Irsyad students calling upon the Government to extend annual

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in Arabic), which literally translates to 'inn' or 'hotel'. It was an institution of learning that resembled a

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Azura Mokhtar, Intan (2010). "Madrasahs in Singapore: Bridging between their Roles, Relevance and Resources".

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Mutalib, Hussin (July 1996). "Islamic Education in Singapore: Present Trends and Challenges for the Future".

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began to seriously raise its growing concerns of madrasah students of not conforming with the objectives of

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for the first time in 1973. Madrasah Al-Maarif became the first to prepare its students for the GCE 'O' and

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In a statement released to the press, the Singapore Islamic Scholars & Religious Teachers Association (

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Singapore have consistently met the benchmark till today. In 2015, Minister-in-charge of Muslim Affairs,

387:, a prominent figure in Malay journalism, who was in turn influenced by other Islamic reformists such as 384: 3045: 1466:

Secularism and Spirituality: Seeking Integrated Knowledge and Success in Madrasah Education in Singapore

549: 1468:. Singapore: Singapore: Institute of Policy Studies & Marshall Cavendish Academic. pp. 29–57. 362:

schools, which they felt devoted too much attention on devotional worship and basic rituals of Islam (

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to students who became mere 'receptacles' to such teachings. Nonetheless, these Qur'anic schools and

103: 83: 42:' literally translates to 'school', whether religious or secular, the term 'madrasah' is legally and 1834:

Singapore Muslims: The Quest for Identity in a Modern City-State, Journal of Muslim Minority Affairs

1802:". Unpublished M.A. dissertation, National University of Singapore, citing PM Goh at May Day Rally, 544:

ended in 1945, education became crucial for a young nation trying to ensure economic survival after

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Mutalib, Hussin (2005-04-01). "Singapore Muslims: The Quest for Identity in a Modern City-State".

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Japan. These teachers and students were part of an ongoing exchange programme with the madrasah.

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applications had to be turned down, and the resulting student enrollment had more than doubled.

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Upon graduation from the tertiary level, the most outstanding students often choose to pursue

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religious education would be less effective if it were to start later at the secondary level.

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These funding issues have been repeatedly raised to the Government. In August 2011, an email

1868: 1381: 1258: 1208: 968: 954: 720: 435: 294: 193: 2230:"Information Sheet on the 2015 PSLE Results of Students Exempted From Compulsory Education" 2197:"Information Sheet on the 2014 PSLE Results of Students Exempted From Compulsory Education" 2164:"Information Sheet on the 2012 PSLE Results of Students Exempted From Compulsory Education" 2131:"Information Sheet on the 2011 PSLE Results of Students Exempted From Compulsory Education" 2106:"Information Sheet on the 2009 PSLE Results of Students Exempted From Compulsory Education" 2073:"Information Sheet on the 2008 PSLE Results of Students Exempted From Compulsory Education" 2045:"Information Sheet on the 2013 PSLE Results of Students Exempted From Compulsory Education" 2009:"Information Sheet on the 2010 PSLE Results of Students Exempted From Compulsory Education" 3123: 2302: 1799: 907: 650: 238: 27: 2528:"Parliament: Edusave Awards will not be extended to private schools, including madrasahs" 2305:, At Madrasah Al-Arabiah Haflah on Saturday (26 January 2013) At Singapore Islamic Hub. 1816: 1585:"Memories of Madrasah Al-Maarif Al-Islamiah in Geylang Serai of Hajbee Binte Abu Bakar" 1053: 912: 872: 859: 750: 458: 454: 439: 419: 415: 388: 367: 358:

Muslim reformists were aware and discontented with the limitations of the Qur'anic and

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Singapore Malays: Being Ethnic Minority and Muslim in a Global City-state. Singapore

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Section 87 of the Administration of Muslim Law Act (AMLA), Chapter 3, (Rev Ed 2009)

690: 545: 541: 302: 177: 2637:"Singapore Budget 2015: Madrasah students will not need to pay national exam fees" 2315:

Sandra Davie (16 January 2013). "More exam pathways and IB option among changes".

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many years, "resented having to be answerable to MUIS under the new arrangement."

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Madrasah Alsagoff Al-Arabiah, founded in 1912, is the oldest madrasah in Singapore

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Another type of Islamic educational institution that subsequently emerged was the

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Section 87, Section 88, Administration of Muslim Law Act, Chapter 3 (Rev Ed 2009)

693:(as he then was) echoed his successor's views in an exclusive interview with the 594:

standardization among full-time madrasahs was also established. For example, the

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subsequently established throughout the Malay Peninsula in the following years."

1054:"Estranged from the Ideal Past: Historical Evolution of Madrassahs in Singapore" 880: 431: 392: 1872: 1817:

Estranged from the Ideal Past: Historical Evolution of Madrassahs in Singapore

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Students of Madrasah Aljunied Al-Islamiah enjoying some snacks at its canteen.

462: 371: 181: 35: 2420: 1984: 1880: 1290:"Madrasah As-Sibyan and early forms of Islamic education - Singapore History" 1911:

Maryam Mokhtar (16 January 2013). "The Revamped Madrasah Education System".

1815:

Syed Muhd Khairudin Aljunied & Dayang Istiaisyah Hussin (August 2005). "

423: 399: 230: 226: 47: 1792: 1052:

Syed Muhd Khairudin Aljunied & Dayang Istiaisyah Hussin (August 2005).

962: 2792: 2705: 2700: 2498:"Edusave contributions from mid-2014, for all Singapore citizen children" 1737:

Singapore Malays: Being Ethnic Minority and Muslim in a Global City-state

891: 705:— Senior Minister Lee Kuan Yew, Interview with the Reader's Digest 470: 314: 23: 1561:"Madrasah Al-Iqbal Al-Islamiah is officially opened - Singapore History" 305:, and the copying of texts of the teachings of Islam. Criticisms of the 2912: 2472:"Edusave Contributions For All Singapore Citizen Children Aged 7 To 16" 900: 895: 536:

Madrasah Aljunied Al-Islamiah, one of the oldest madrasahs in Singapore

466: 427: 335: 92: 51: 39: 875:. Whilst teachers at national schools are among the most highly paid 407: 403: 286: 270: 254: 173: 98: 633:

In light of the growing enrollment of students into madrasahs, the

564:

Introduction of the Administration of Muslim Law Act (1966—present)

809: 805: 737:

prepared their primary school students for the national exam, the

668:

mooted his proposal for a compulsory education policy in his 1999

516: 201: 189: 185: 152: 148: 111: 1500:"Remodelling The Madrasah in Singapore: Past, Present and Future" 138:

teacher (center) with his student (left) and an employee (right).

2665:

Between State Interests and Citizen Rights: Whither the Madrasah

2262:"Academic performance of madrasah students has improved: Yaacob" 475: 262: 50:

today as an 'Islamic religious school'. There are currently six

2796: 2709: 2610:"Positive response to enhanced Government support to madrasahs" 1697:

Unpublished M.A. Dissertation, National University of Singapore

1651:"Social Capital and State-Civil Society Relations in Singapore" 785:

Students of Madrasah Aljunied Al-Islamiah sitting for a lecture

1782:

Section 2, Compulsory Education Act, Chapter 51 (Rev Ed 2001)

54:

in Singapore offering primary to tertiary education, namely,

629:

Introduction of the Compulsory Education Act (2001—present)

159:

schools flourished from the 15th to the late 19th century.

2446:"NDR 2013: Edusave extended to include madrasah students" 572:(AMLA) in 1966, madrasahs came under the purview of the 2933:

Programme for Rebuilding and Improving Existing schools

366:) and did not sufficiently prepare Muslim students for 1836:, 25:1, 53-72, DOI: 10.1080/13602000500114116, citing 442:. Its founder, Al-Hadi, had also refined the madrasah 702:

you going to make a living later on? That worries me.

1973:"In Singapore, a More Progressive Islamic Education" 188:. The students were taught about how to perform the 3111: 3093: 3033: 3002: 2961: 2900: 2830: 271:

collections of sayings and teachings of the Prophet

22:are full-time, religious institutions that offer a 2470:Ministry of Education Singapore (19 August 2013). 2421:"Ministry of Education, Singapore: Edusave Scheme" 1925:Compulsory Education Act, Chapter 51 (Rev Ed 2001) 653:. Statistics revealed by the Education Minister, 329:. Despite its name, As-Sibyan resembled more of a 2663:Noor Aisha Abdul Rahman & A. E. Lai (2006). " 2071:Ministry of Education Singapore (November 2008). 450:, and established proper rules and regulations. 2419:Ministry of Education Singapore (3 June 2015). 725: 699: 675: 507: 2808: 2721: 2556:"Madrasahs to get boost for secular subjects" 2391:"Islamic education fund grows to $ 5 million" 1507:Karyawan: Association of Muslim Professionals 589:Management and control by MUIS (1990—present) 486:Madrasah Al-Maarif Al-Islamiah (1936—present) 8: 2526:Nur Asyiqin Mohamad Salleh (13 April 2015). 1939:"Lessons in English part of madrasah revamp" 683:May Day Rally, The Straits Times, 2 May 2000 342:schools currently exist in Singapore today. 2969:Singapore Examinations and Assessment Board 681:— Prime Minister Goh Chok Tong , 297:(tarikh). These subjects were taught using 3030: 2815: 2801: 2793: 2728: 2714: 2706: 814:International Islamic University Malaysia 379:Madrasah Al-Iqbal Al-Islamiah (1908—1909) 176:for the sole purpose of facilitating the 917:Ministry of Culture, Community and Youth 827: 780: 531: 349: 216:, and in time be appointed as teachers. 129: 987: 812:. Others may opt for enrollment at the 2701:http://www.madrasah.sg/News/index.html 2631: 2629: 2604: 2602: 2550: 2548: 2521: 2519: 2439: 2437: 2384: 2382: 2380: 2355: 2353: 2328: 2326: 2290: 2288: 2286: 2284: 2282: 2066: 2064: 2038: 2036: 1966: 1964: 1962: 1960: 1958: 1933: 1931: 1906: 1904: 1902: 1900: 1898: 1729: 1727: 1725: 1723: 1721: 1719: 1717: 1715: 1713: 1644: 1642: 1640: 1638: 1636: 1555: 1553: 1551: 1459: 1457: 1455: 1453: 1451: 1449: 1447: 1445: 1443: 1441: 1439: 1437: 1435: 1433: 1431: 1429: 1427: 1425: 1423: 574:Islamic Religious Council of Singapore 16:Islamic-secular education institutions 2002: 2000: 1686: 1684: 1682: 1680: 1678: 1676: 1674: 1634: 1632: 1630: 1628: 1626: 1624: 1622: 1620: 1618: 1616: 1606: 1604: 1549: 1547: 1545: 1543: 1541: 1539: 1537: 1535: 1533: 1531: 1421: 1419: 1417: 1415: 1413: 1411: 1409: 1407: 1405: 1403: 1367: 1365: 1363: 1361: 1359: 1357: 1355: 1353: 1351: 1349: 1347: 1345: 1343: 1341: 1339: 1337: 1335: 1333: 1331: 1329: 1284: 1282: 1280: 1278: 1276: 1274: 1272: 1244: 1242: 1240: 1238: 1236: 1234: 1232: 1230: 1194: 1192: 1190: 1188: 1186: 1184: 1182: 1180: 1178: 1176: 1174: 1129: 1127: 1125: 1123: 1121: 1119: 1117: 1115: 1113: 1111: 1047: 1045: 1043: 1041: 1039: 1037: 1035: 1033: 1031: 1029: 1027: 1025: 1023: 1021: 1019: 1017: 1015: 1013: 1011: 550:merger between Singapore and Malaysia 147:schools, usually centered around one 82:, while the other two offer madrasah 7: 1740:. Singapore: Routledge. p. 72. 1493: 1491: 1489: 1487: 1485: 1327: 1325: 1323: 1321: 1319: 1317: 1315: 1313: 1311: 1309: 1172: 1170: 1168: 1166: 1164: 1162: 1160: 1158: 1156: 1154: 1109: 1107: 1105: 1103: 1101: 1099: 1097: 1095: 1093: 1091: 1009: 1007: 1005: 1003: 1001: 999: 997: 995: 993: 991: 422:, to other secular subjects such as 410:and rhetoric in lieu of traditional 2784:Majlis Ugama Islam Singapura (MUIS) 728:certainly invite negative reaction. 3137:Early Childhood Development Agency 3061:National Civil Defence Cadet Corps 2974:Primary School Leaving Examination 1861:Journal of Muslim Minority Affairs 1791:Dayang Istiasyah Hussein (2003). " 1374:Journal of Muslim Minority Affairs 1251:Journal of Muslim Minority Affairs 1061:Journal of Muslim Minority Affairs 906:On 23 August 2015, Prime Minister 739:Primary School Leaving Examination 14: 2748:Madrasah Irsyad Zuhri Al-Islamiah 2228:Ministry of Education Singapore. 2195:Ministry of Education Singapore. 2162:Ministry of Education Singapore. 2129:Ministry of Education Singapore. 2104:Ministry of Education Singapore. 2043:Ministry of Education Singapore. 2007:Ministry of Education Singapore. 1691:Dayang Istiasyah Hussein (2003). 1649:Tan, Tay Keong (September 2001). 1498:Razali Kassim, Yang (July 2008). 1201:Asia Pacific Journal of Education 528:Post-Independence Era (1945—2000) 478:within 18 months of its opening. 2872:Institute of Technical Education 2773:Madrasah Wak Tanjong Al-Islamiah 1971:Onishi, Norimitsu (2009-04-22). 1135:"Madrasah education | Infopedia" 961: 947: 570:Administration of Muslim Law Act 3119:National Physical Fitness Award 2989:Singapore-Cambridge GCE A-Level 2984:Singapore-Cambridge GCE O-Level 2979:Singapore-Cambridge GCE N-Level 2768:Madrasah Al-Arabiah Al-Islamiah 818:Universiti Sains Islam Malaysia 773:, and even amongst themselves. 771:educational system in Singapore 758:Madrasah education in Singapore 596:Peperiksaan Sijil Thanawi Empat 521:educational system of Singapore 2938:Provisional Admission Exercise 2758:Madrasah Al-Maarif Al-Islamiah 2444:Janice Heng (18 August 2013). 1761:Prime Minister Goh Chok Tong. 499:education exclusively to girls 492:Madrasah Al-Maarif Al-Islamiah 321:Madrasah As-Sibyan (1905—1923) 84:education exclusively to girls 1: 2753:Madrasah Aljunied Al-Islamiah 446:, introduced a new system of 2763:Madrasah Alsagoff Al-Arabiah 2580:Nur Asyiqin Mohamad Salleh. 673:of the policy, PM Goh said: 212:, which was then written in 3076:Singapore Scout Association 3066:National Police Cadet Corps 3020:List of youth organisations 2994:International Baccalaureate 28:Islamic religious education 3184: 3081:St. John Ambulance Brigade 2918:Gifted Education Programme 1840:, 26 September 2001, p. 8. 761: 517:Islamic religious scholars 489: 126:Medieval Era (1400s—1800s) 112:Islamic religious scholars 3132: 2781: 2743: 2682:: Routledge. p. 72. 1873:10.1080/13602000500114116 1386:10.1080/13602001003650663 1263:10.1080/13602009608716340 1213:10.1080/02188790601142926 615:Modern Era (2000—present) 385:Syed Sheikh Ahmad Al-Hadi 162: 38:. While the Arabic term ' 3015:Singapore Youth Festival 2678:Mutalib, Hussin (2012). 2296:Speech by MUIS President 1734:Mutalib, Hussin (2012). 1658:IPS Working Papers No. 9 568:With the passing of the 346:Colonial Era (1908—1945) 108:Singapore's independence 60:Irsyad Zuhri Al-Islamiah 3025:Outward Bound Singapore 2943:Special Assistance Plan 2908:Direct School Admission 2882:Autonomous universities 2856:Pre-University Centres 643:knowledge-based economy 635:Government of Singapore 76:Wak Tanjong Al-Islamiah 3168:Education in Singapore 3163:Madrasahs in Singapore 3103:National Library Board 3010:Co-curricular activity 2865:Centralised Institutes 2824:Education in Singapore 2737:Madrasahs in Singapore 1832:Hussin Mutalib (2005) 833: 786: 764:Education in Singapore 734: 708: 687: 604:information technology 582:'A' level examinations 537: 512: 355: 139: 72:Al-Arabiah Al-Islamiah 20:Madrasahs in Singapore 3142:Ministry of Education 3046:Girl Guides Singapore 2887:International schools 1565:eresources.nlb.gov.sg 1294:eresources.nlb.gov.sg 1139:eresources.nlb.gov.sg 853:Curriculum objectives 831: 798:undergraduate studies 784: 645:, and participate in 600:Ministry of Education 578:'O' level examination 535: 353: 263:Islamic jurisprudence 134:Studio portrait of a 133: 64:Al-Maarif Al-Islamiah 3056:National Cadet Corps 2923:Integrated Programme 2294:Hj Mohd Alami Musa, 932:National Integration 923:Teaching methodology 723:) tersely asserted: 406:, and emphasized on 56:Aljunied Al-Islamiah 2928:President's Scholar 2478:on 22 December 2015 2242:on 23 December 2015 2143:on 15 December 2011 802:Al-Azhar University 800:at the prestigious 457:for accommodation, 104:Singapore's history 78:. Four of them are 68:Alsagoff Al-Arabiah 2301:2015-12-22 at the 2085:on 3 December 2008 1977:The New York Times 1798:2015-12-19 at the 977:Abu Bakar bin Taha 834: 787: 713:freedom to educate 670:National Day Rally 647:social integration 538: 356: 190:five daily prayers 151:offering to teach 140: 3150: 3149: 3089: 3088: 2845:Secondary schools 2790: 2789: 2641:The Straits Times 2586:The Straits Times 2560:The Straits Times 2532:The Straits Times 2502:Channel News Asia 2450:The Straits Times 2395:The Straits Times 2317:The Straits Times 2266:The Straits Times 1913:The Straits Times 1821:The Straits Times 1804:The Straits Times 287:Islamic mysticism 206:articles of faith 149:religious teacher 32:secular education 3175: 3034:Uniformed Groups 3031: 2817: 2810: 2803: 2794: 2730: 2723: 2716: 2707: 2652: 2651: 2649: 2648: 2633: 2624: 2623: 2621: 2620: 2614:Channel NewsAsia 2606: 2597: 2596: 2594: 2592: 2577: 2571: 2570: 2568: 2567: 2552: 2543: 2542: 2540: 2538: 2523: 2514: 2513: 2511: 2509: 2504:. 19 August 2013 2494: 2488: 2487: 2485: 2483: 2474:. 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