6. Specific Competencies Related to Reproductive Health and Social Gender Issues in Islamic Education Curriculum

6.1. The Field of Reproductive Health :

6.1.1. Specific Competencies of the Age Group 6-12 :

6.1.1.1. The Student’s Cognitive Aspect :

The student should :

- know the rewards of good health and man’s role in preserving it through risk prevention ;

- know the family system in Islam which is based on lawful marriage so as to preserve progeny, prevent blood mixing, and provide psychological and spiritual peace and tranquility to the family and society ;

- know the advantages of abstinence and of keeping away from harlotry and risky behavior ;

- remember the forms of risky behavior and its negative impact on reproductive health ;

- be familiar with Islamic laws and directives pertaining to the rulings on the puberty of boys and girls ;

- be aware that his use of his psychological, mental and physical capabilities and energies is closely linked to the behavioral and ethical criteria that positively guide these capabilities and energies towards serving the human being and life, and towards avoiding their negative use due to the dire consequences they may have on the individual and on society ; 

- know that personal freedom in general behavior and in the behavior that is related to reproductive health is contingent upon the bounds of commands and prohibitions mentioned in the Holy Qur’an and Sunnah, and does not go beyond them.

    6.1.1.2. The Aspect of Orientations and Values :

The student should :

- adhere to responsible health behavior that does not harm others, in conformity with the Hadith of Allah’s Apostle (PBUH) : “There must be neither harm nor return of harm ;”

- be imbued with the spirit of tolerance, and accept other people’s opinion in accordance with Islamic rules of conduct ;

- adopt modes of Islamic behavior that reinforces health ;

- Keep his personal hygiene and observe the rites of Tahara(2)  and the laws of Fitra(3)  in Islam ;

- embrace Islamic morals in his behavior towards others, such as visiting and looking after the sick and assisting those with special needs ;

- be totally convinced of participating in every collective effort aiming at preserving health and consolidating its foundations in the community.

6.1.1.3. The Aspect of the Student’s Skills :

The student should be able to  :

- classify the modes of risky behavior, and know Sharia rulings related to them ;

- listen to others, establish dialog with them and understand their points of view in accordance with Islamic rules of conduct in conversation ;

- control his anger, control himself when under pressure through enjoining what is just and forbidding what is wrong, and adhering to the Islamic code of conduct in execution of the directives of the Qur’an and the Sunnah ;

- discuss the importance of preserving health from an Islamic perspective, and the role of this in the prevention of diseases and in the various dialog situations ;

- justify the advantages of abstinence and adherence to virtue in preventing the sexually transmitted diseases ;

- use logic, and scientific as well as traditional proofs to support his health-related opinions and positions.

6.1.2. Competencies of the Age Group 13-19 :

6.1.2.1 The Student’s Cognitive Aspect :

The student should :

- be familiar with reproductive health issues and the Sharia rulings related to them ;

- Know Sharia rulings related to puberty ;

- be familiar with Sharia rulings on the authorization of birth spacing through the use of lawful family planning methods, and know its health benefits ;   

-  know the advantages of lawful marriage in matrimony and in realizing mutual love and tranquility through building a family ;

- be aware of today’s health evils resulting from rape, adultery, homosexuality, and combat them ; 

- know Islamic directives related to mother and child care, to senior citizens care, and to the care of those with special needs, and take the preventive measures necessary for achieving that ; 

-  know the rulings on natural suckling and its advantages in Sharia ;

- know the code of conduct and Sharia rulings related to conjugal life ;

- know Sharia rulings related to pregnancy, suckling, child custody, menstruation, confinement, Idda(4)  and the related issues.

6.1.2.2. The Aspect of Orientations and Values :

The student should :

- adhere to the lofty Islamic morals and ideals that call for modesty, lowering one’s gaze, avoiding mixing and being alone with a person with whom one can be intimate, abstinence, resisting shameful deeds, avoiding any provocative act or item of dress that may encourage sexual harassment and lapsing into harlotry ;

- appreciate the importance of holding husband-and-wife discussions on reproductive health, including birth spacing which is one aspect of a healthy conjugal life ; 

- adopt the Islamic modes of life that reinforce health and prevent diseases ;

- preserve the self, respect its rights, avoid wronging others, and consider this as lawful obligations which Islam has always emphasized ; 

- observe abstinence before marriage, and faithfulness during marriage.

6.1.2.3. The Aspect of the Student’s Skills(5) :

The student should be able to :

- infer the goals of Sharia in preserving progeny through urging abstinence and lawful marriage and eschewing shameful deeds; 

- discuss, in various dialog situations, the advantages of the family system in Islam in preserving progeny and reinforcing the health of family members, using rational and traditional proofs and evidence ;

- compare the Islamic criteria related to human reproduction and reproductive health with positive laws and other practices in this field ;

- distinguish between authentic Islamic directives in the field of reproductive health and the norms and traditions that are incompatible with them;

- exploit Qur’anic and Hadith texts, and Islamic tradition texts in spreading health awareness through various means, both individual and collective.

6.2. Competencies of Social Gender :  

6.2.1. Competencies of the Age Group 6-12 :

6.2.1.1. Student’s Cognitive Competencies :

The student should :

- be aware of the complementarity of the roles of the two sexes from an Islamic perspective ;

- understand the role of Islam in emphasizing the importance of the two sexes’ equal opportunity to discharge their family and social duties ;

- be aware of the mutual obligations of the two sexes in light of Sharia rulings and the ensuing rights ;

- be fully aware of the importance of the complementarity of roles and assistance in carrying out household chores, including easing the burden on his parents and sisters, and of the importance of childcare and education.

6.2.1.2. Skill-related Competencies :

The student should be able to :

- classify the needs of social gender (practical needs and strategic needs) ;

- compare the roles of the two sexes in terms of rights and duties ;

- infer the complementarity of the two sexes’ roles in all aspects of life in accordance with Sharia ;

- deduce the rights and duties of family members, as well as their mutual responsibilities ;

- underscore the roles and functions of the family as the basic cell in society.

6.2.1.3. Emotional Competencies (Tendencies and Values) :

The student should :

- be able to express his tendency towards appreciating and respecting the other gender ;  

- appreciate the importance of role complementarity between the two sexes in achieving family and social well-being, according to Islamic Sharia ;

- be able to express his readiness to take part in alleviating household burdens and to help his parents and family members and others ;

- show respect to his elders, be they family members or others ;

- show affection towards those who are younger than him, the weak, the sick and those with special needs, and be ready to look after them ; 

- adhere to the virtuous Islamic values in his behavior and in interacting with the members of his family and with others ;

- observe speech etiquette, enjoin what is just and forbid what is wrong, and prohibit depravity.

6.2.2. Competencies of the Age Group 13-19 :

6.2.2.1. Students’ Cognitive Competencies :

The student should :

- be able to grasp the meaning of the concept of “social gender” on the basis of religious proof ;

- be aware of the mutual duties of the two sexes in light of Sharia rulings and the ensuing rights ;

- know Islam’s position with regard to the many aspects of equality in terms of the two sexes’ basic rights (social, health, economic, financial, and political rights) ;

- be able to perceive the importance of justice and equity in Islam in securing rights and duties ;

- Know Islam’s position vis-à-vis issues such as inheritance, testimony, polygamy, Hijab, Qiwama, and learn the steps of critical thinking so as to refute the erroneous concepts and the doubts that encompass these issues ;

- know Islam’s call for free choice with regard to some of the woman’s fateful issues (such as education, work, taking part in active life, choosing one’s spouse, procreation, and birth spacing) ;

- know Islamic rulings on child custody, naturalization and removing the veil ;

- be able to grasp the meaning of the concept of “empowerment of women” from an Islamic perspective ;

- know the aspects for which Islam has taken responsibility to empower the woman and to honor her ;

- know the legal and civil rights that organize relationships in light of Sharia rulings ;

- know Islam’s position with regard to renouncing all forms of discrimination, and of verbal and physical violence against both man and woman;

- know Islamic directives which urge the woman’s participation in various activities of public life and her role in achieving comprehensive and sustainable development ;

- know that Islam attaches utmost importance to the woman’s participation in consultation and in political life.

6.2.2.2. Skill-related Competencies :

The student should be able to :

- deduce the meaning of social gender on the basis of Sharia arguments and rulings ;

- categorize the needs of social gender (practical and strategic needs) ;

- distinguish between the concepts of “justice” and “impartiality” in securing rights and discharging duties from the perspective of Sharia ;

- deduce the lawful foundations and the bases pertaining to the woman’s rights with regard to such issues as inheritance, testimony, polygamy, hijab and qiwama ; 

- assess the roles and the duties of the two sexes and Islam’s call for cooperation and complementarity in discharging their mission in life ;

- assess the aspects for which Islam has taken responsibility to empower the woman as an active element in society ; 

- deduce Islam’s position with regard to renouncing all forms of discrimination and violence against girls and women ;

- infer Islamic rulings on the woman’s participation in political life ;

- make use of all arguments and proofs that emanate from Sharia rulings to support his opinions and positions vis-à-vis the issues of social gender and the empowerment of women in all aspects of life.

6.2.2.3. Emotional and Social Competencies (Orientations and Values) : 

The student should be able to :

- express his orientation towards respecting and showing consideration to social gender ;

- adopt a positive orientation towards the importance of complementarity of the two sexes’ roles in achieving the well-being of the family and that of society according to the precepts of Sharia ;

- express his readiness to participate in alleviating household chores and helping his parents, his family members, and others;  

- demonstrate his readiness to take care of his elders, be they family members or others ;

- demonstrate his inclination towards showing affection and kindness towards those who are younger than him, the weak, the sick, and people with special needs ; 

- adhere to the virtuous Islamic values in his behavior and interaction with the members of his family and with others ;

- be convinced of the importance of justice, impartiality and equal opportunity between the sexes in granting them their rights in light of Sharia rulings ; 

- express his readiness to renounce all forms of discrimination and violence against girls and women, and urge his peers and family to adopt Islamic behaviors and morals in this field ;

- adopt a positive attitude towards the belief that human rights are part of the Muslim faith ;

- demonstrate his commitment to Islamic speech etiquette and to enjoining what is just and forbidding what is wrong, and prohibiting depravity ;

- be convinced of the need to contribute to refuting all the wrong ideas, rumors and suspicions pertaining to some Sharia rulings with regard to family (inheritance, polygamy, testimony, child custody), etc.

Note : for methodological and educational reasons, it is necessary to repeat some competencies at the two stages with a view to developing and enhancing them.