Contents

Conclusion

Finally, it would be presumptuous to believe that, in these sections, we have done justice to the issues of Islamic education. Indeed, the issues involved are not only numerous, they are also interconnected, complex and complicated. Therefore, to treat them completely and thoroughly in one single work is simply impossible. In fact, some of the issues treated in this work need to be studied by specialists in the domain of theology, who can issue relevant legal opinions concerning those cases about which there is no explicit legislation; yet some others pertain to experts in the domain of education such as curricula designing and their relevance to the economic growth of each country, and the establishment of educational programmes. These are tasks that require a kind of double expertise, including the mastery of both the subject of study and the teaching methods.

Besides, each of these issues involves a number of secondary issues. For this reason, we have limited ourself in this work to raising questions, drawing attention to the necessity of addressing them, and suggesting ways of resolving them.

We have tried to present the issues in a clear manner, because we believe that in posing a problem in clear terms, one contributes to its resolution. We have stated that the educational solution is the only way for the Islamic Umma to ensure its own strength and dignity; and we have argued that unity, cooperation, the fast holding to the rope of Allah, and absence of division, are the necessary conditions upon which depends the success of any educational strategy for the Islamic Umma.

Wallahu waliyyu al-tawfiiq.

Publications of the Islamic Educational‭, ‬Scientific and Cultural Organization‭