TERMS & CONDITIONS

 

Course-I

• The total duration of Course-I will be 10 years.

• The candidate who has passed 4th or 5th standard will be eligible to get admission.

• The candidate’s age must not be more than 11 years.

• The 6-year Aalimiyat training will commence in the 5th year & will be completed in the 10th year of the course.

• The candidate will appear in the 10th board exam in the 7th year of the course through NIOS (National Institute of Open Schooling).

• The candidate will appear in the 12th board exam in the 10th year of the course through NIOS.

• The candidate will be eligible to appear in the 10th board exam only after completion of Hifz-e-Quran.

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Course-II

• The total duration of Course-II will be 8 years.

• The candidate who has passed 6th or 7th standard will be eligible to get admission.

• The candidate’s age must not be more than 13 years.

• For the candidate who has already completed Hifz-e-Quran, and atleast passed 6th standard, the age limit will be 14 years.

• The candidate will appear in the 10th board exam in the 5th year of the course through NIOS (National Institute of Open Schooling).

• The candidate will appear in the 12th board exam in the 8th year of the course through NIOS.

PARTICULARS OF THE EDUCATIONAL PROGRAMME

• Darul Uloom Imam-e-Rabbani is an Islamic madrasa in its essence & will strictly maintain its traditional ethos.

• In all the standards, except in the 10th & the 12th standards, the institute’s own self-designed, in-house syllabus will be taught along with some NCERT textbooks as per the need. The management has noobligation to follow any regular school syllabus.

• The academic year is divided in 3 Trimesters of equal weightage.

• The medium of instruction of Islamic subjects will primarily be Arabic, whereas the contemporary subjects shall be taught in English.

• Darul Uloom will have its own curriculum in both the Deeniyat as well as contemporary subjects. It reserves the right to make alterations in its syllabi at any point of time as per the requirements.

• SSC& HSC examinations will be conducted for both the courses through NIOS (National Institute of Open Schooling).

• After the 10th board exam, the students shall be duly counselled along with the parents/guardians to choose elective subjects in contemporary education, in accordance with his aptitude & inclination. The elective subjects will be from the Science, Commerce & Arts streams.

• Pertinent academic guidance & encouragement, along with periodic remedial classes shall be provided for students who are weak in any specific subject.

• Apposite psychosomatic counselling shall be imparted to develop morally upright, spiritually pure, socially active, & balanced individuals.

• In an attempt to bring about a genuine educational integration between the 2 streams of knowledge, the scholastic pedagogy of contemporary subjects will be revamped to inculcate a value based approach which will inspire the students to recognise their benevolent Creator & Sustainer.

• A unique consolidation of abstract, theoretical & traditional learning styles along with empirical, illustrative & applied training methodology forms the bed-rock of our teaching & learning process.

• Efficient academic planning & scheduling with synchronised& balanced division of contact hours for different subjects and activities according to their scope & level of difficulty is followed.

• The co-curricular & extra-curricular activities are conducted in all the 3 languages of instruction – Arabic, Urdu & English.

PEDAGOGY OF TRADITIONAL ISLAMIC CURRICULUM

Unique methodology of teaching traditional Islamic subjects

• A pedagogic system that inculcates a spirit of all-round human welfare

• An academic approach based on strict adherence to the traditional chain

• A scholastic model designed to resolve contemporary social predicaments

• A methodology that seeks to overcome sectarian differences & unite the society

• A reflective orientation that disseminates the real essence of the Quran & Sunnah

• An educational pattern having Arabic & English as principal mediums of instruction

• An instructive method which illustrates divine guidance in context of the modern age

• An insightful approach to recognize Allah’s Sunnah & the spirit of the Prophetic mission

• A paradigm which utilizes technology facilitated learning (Ex.- Arabic Learning Programs)

• An integrated pedagogy that interprets divine texts in light of contemporary empirical knowledgež

AN OVERVIEW OF THE EDUCATIONAL PARADIGM OF THE AALIMIYAT CURRICULUM

Darul Uloom Imam-e-Rabbani is basically a humble attempt to return towards the unity of education. The integration of religious and physical empirical knowledge is without a doubt an enchanting& captivating idea. However, those with insight know, that developing a comprehensive integrated syllabus of the 2 fields with their vast & varied topics, is certainly not an easy task. It becomes even more difficult when there are no practical precedents or established academic experiences to follow.

Acquiring knowledge & education is no longer a kind of ibadat or worship. Instead, it has today become a commodity to be sold in the market & at best a commercial occupation. The hectic schedules & challenging modern-day life-styles have left little time for academic pursuits of acquiring knowledge. So much so, that after a specific age, sparing time to gain knowledge has become next to impossible.

To resolve this quandary, there seems to be no other option, but to develop a skills-based scholastic paradigm instead of a purely theoretical books-based educational methodology. We aim to develop a dynamic educational model which will cultivate the various skills, aptitudes and academic inclinations of the students which can be enhanced through specific practical assignments and activities. Effectively, such an educational process which goes beyond the dreary & mundane atmosphere of a classroom shall promote a spirit of research, discovery & creative ideation as well as cultivate a culture of healthy competition among the students.

The educational course that has been designed in the Darul Uloom will ensure that from the age of 12 to 21 years, a student shall be able to complete both Aalimiyat as well as HSC. However, the process of acquiring contemporary as well as sacred knowledge does not end here. Hence,the graduating students, depending upon their aptitudes & inclinations,will either be encouraged to continue their religious education in the 2-year Master’s Programme (Fazeelat) in the Darul Uloom itself or be counselled to continue their contemporary education elsewhere in the various vocational &professional streams of Commerce, Engineering, Medical, Arts, etc.

Therefore, the Aalimiyat course has been concluded with the last book of Hadees - Muatta Imam Maalik and the other books of Hadees present in the traditional syllabus like - Siha Sitta shall be covered in the advanced post graduate course of Fazeelat. Furthermore, keeping in mind the regional preference, along with the Hanafi Fiqh (Islamic Jurisprudence), the Shafae Fiqh has also been included in the syllabus.Moreover, with valued inputs from authentic scholars, improvements in the syllabus shall be gradually incorporated.

 

THE EDUCATIONAL CURRICULUM OF AALIMIYAT (PDF)

OUR ENVISIONED EDUCATIONAL PARADIGM

Language – A Linguistic & Didactic Approach

• The instruction process will entail natural, participative & active linguistic comprehension utilizing audio-visual aids.

• Thought provoking exercises are included in the tutoring process to build critical thinking ability, perceptive & inferential skills along with vocabulary.

• Islamic &value-based stories & poems will reinforce our belief, culture, tradition,history, a spirit of social service & a quest for salvation.

• Composing skills along with syntactical accuracy & appropriate usage of various forms of expression shall be developed, thereby enabling the student to lucidly articulate the divine message in a relevant & proficient manner.

• In higher standards, insightful literature, on rationality, spirituality, ethics,culture, eschatology, epistemology, etymology, psychology, sociology &philosophy etc. shall develop linguistic skills as well as intellectual depth.

Journalism – A Reliable & Responsible Approach

• The principles of constructive, productive & inspirational journalism shall be instilled as an alternative to inane sensationalism, misrepresentation & partisan yellow journalism.

• The values of holistic observation,absolute authenticity, ethics & responsibility of the fourth estate shall be inculcated.

• Journalism will be taught as a vehicle of creating genuine awareness & promoting social welfare instead of prejudiced irreligious doctrines.

Mathematics – A Fundamental & Reflective Methodology

• Extra-textual examples will be cited to subliminally reinforce our belief, culture &values along with enhancing the numerical ability.

• Applied Mathematics is a functional extrapolation of Allah’s creative magnificence. Likewise, abstract geometric configurations, theorems & algebraic formulae are proof of Allah’s majesty. Hence, principles of Mathematics will be taught as anunfolding process of discovery of Allah’s creative perfection.

• Theremarkable contributions of medieval Muslim mathematicians will be highlighted.

• In higher standards, differentiated mathematics shall be taught depending upon students’interest & aptitude.

Reasoning – A Logical & Cognitive Approach

• Reasoning ability is essential for developing the skills to succeed in mainstream competitive aptitude tests. Therefore, exercises are planned to enhance rational, visual, interpretative & cognitive skills of students, according to their level of reasoning ability & linguistic comprehension.

• Quantitative Cognition, Data Interpretation, Visual & Logical Reasoning are some of the broad topics that shall be covered.

History – An Analytical & Constructive Pedagogy

• The unique paradigm of teaching History will inculcate the ability to keenly discern the cause & effect relationships in the flow of history and derive insights from the factors of the rise & fall of civilizations from the lens of the Quran, the Ahadith & the insight of genuine Islamic scholars.

• It will be taught as a critical &dynamic tool to understand the development of human society instead of a mere record of military conquests, political movements & chronological timelines.

• An interpretative approach shall enable the students to comprehensively understand the religious, cultural, economic,technological, military & political factors of history in an unprejudiced& non-controversial manner.

• The life of Prophet Muhammad (s.a.w.)shall be the decisive central axis of historical periodization. Besides, the social, religious, political &demographic impact of great Islamic personalities shall be expounded as well.

• The Indian freedom struggle including the Muslim contributions as well as an analytical study of Indian as well as world history - ancient, medieval & modern, shall be taught in an unbiased way.

• Comparative analysis of major ideological movements & socio-political revolutions shall develop in the students an insightful perspective on ideological confusion, radicalism,materialism & historical distortions.

• A brief history of Muslim dynasties as well as the civilizational contributions of the Muslim era along with the decline of Muslims, the European renaissance, neo-colonization &intellectual slavery shall be expounded.

• A pragmatic approach shall be inculcated in times of trials & tribulations as a precursor to the end of history, thereby enabling the application of the lessons learnt from history tolay the foundations of a bright future.

Civics – An Informative & Diagnostic Approach

• The balanced Theo-Democratic administrative structure of Islam based on absolute divine sovereignty shall be emphasized with examples of its exceptional application for human welfare.

• The shortcomings of democracy, autocracy, plutocracy, aristocracy, oligarchy, etc. shall be studied in context of Historical illustrations as well as the prevailing circumstances.

• A brief study of the federal, legislative & parliamentary system of the Indian Republic shall develop an understanding of the existing political framework of our beloved country.

• Civil participation& social welfare will be encouraged as a pragmatic & prudent approach for all citizens especially the Muslims of India.

• Pitfalls of the irreligious version of secularism based on the flawed division of the temporal& the sacred shall be highlighted along with a comparative study of the legal& the social justice model of Islam vis-a-vis existing imbalanced judicial systems.

Economics – A Comparative & Balanced Methodology

• An insightful approach of Economics will enable the understanding of the oppression of Riba, the inhuman strategies of trade boycotts/ sanctions, enslavement through economic aid, corporate exploitation, monopolized globalization, the phenomenon of fractional reserve banking, orchestrated recessions/inflations, cartels of money-changers, the economics of conflict, deceptions of insurance schemes, the fraudulence of the modern monitory instruments, the reality of the petro-dollar & the widening economic disparity due to the neo-classical economics which is organized& run by shadow governments.

• The basic fundamentals of the functional alternative of the Islamic economic system which entails a balanced fiscal system, Islamic currency with inherent value, ethics of trade/commerce, the prohibition of monopolized hoarding, an interest-free banking system, the wisdom of inheritance in Islam, redundancy of price/wage control, the shields against economic meltdowns, the financial miracle of organized zakat, checks & balances against malpractices, the value of voluntary charity (sadaqa) and the balanced consumer behavior in Islam shall be expounded in comparison with the effectively defunct communist/socialist philosophy as well as the crony capitalist system which is on the verge of global collapse.

• The pedagogy of learning Economics shall also include the contemporary concepts of demand& supply, business cycles & market equilibrium along with environmentally viable, financially sustainable, inclusive, resourceful & balanced development of the different sectors of the economy.

Science & Geography – A Practical & Welfare Oriented Pedagogy

• The paradigm of teaching science shall entail the understanding of the need & philosophy of science in Islam as well as the glorious scientific history of the Islamic Civilization. We aspire to reclaim our enlightening scientific heritage of brilliant researchers, explorers, geographers, professionals & scientists by reconstructing our intellectual citadel.

• The contemporary scientific method explains the ``how'' & the “what”, but miserably fails to answer the “who”& the ``why'', which is the more fundamental aspect of reality. However, in our institute, inshAllah, science shall be used as a tool to recognize the grandeur and intricacies of Allah’s creation and the mechanisms that he has put in place for the smooth functioning of life and the universe. Emphasis shall be laid on recognizing & appreciating the signs of our Lord’s creative magnificence in light of the miracles of the Quran, thereby increasing our faith.

• Our scientific pedagogy shall attempt to transform the prejudiced & unethical application of modern science to reflect a social welfare oriented approach. This will enable the students to not only effectively counter the pseudo-scientific myths of evolution & the deceptions of cloning, genetic engineering etc., but it will also develop in them a profound sense of social responsibility as well as make them environmentally conscious citizens.

• The hands-on empirical approach of teaching science with periodic scientific presentations, projects & practical experiments, shall instill in the students an innovative spirit of discovery & invention.

THE CONTEMPORARY ELECTIVE SUBJECTS AFTER X ARE

Science & Vocational Subjects:

• Physics

• Biology

• Chemistry

• Geography

• Mathematics

• Computer Science

• Environmental Science

Commerce & Management Subjects:

• Accounts

• Economics

• Business Administration

Arts & Social Science Subjects:

• History

• Literature

• Sociology

• Psychology

• Political Science

• Educational Management

• Journalism & Mass Communication

PARAMETERS OF ASSESSMENT

• In keeping with our philosophy of education, the assessment techniques implemented in the Darul Uloom develops theoretical knowledge & practical skills along with reasoning ability as well as a sound heart with social, spiritual & emotional stability.

• The total marks in each subject (except Hifz & Tajweed), in every trimester is divided into 3 sections –

Sr. No.	Categories of Evaluation	Percentage of Marks
1.	Theory	60%
2.	Orals / Practicals	20%
3.	Continuous Evaluation	20%

• Theory(60%), Orals/Practicals (20%) & Continuous Evaluation (20%).

• Our theoretical examinations entail a dynamic assessment pattern based on descriptive, concise as well as multiple choice questions which seeks to enhance the cognitive ability, ideation and linguistic skills of the students.

• In oral examinations, standardised rating scales are followed which evaluate the students’ understanding, sharpness, fluency, diction, articulation,vocabulary, grammatical accuracy & non-verbal communication.

• In keeping with our hands-on learning paradigm, the students are regularly given individual & group-based projects & assignments.

• The academic & co-curricular skills of the students are continuously evaluated & graded throughout the year on carefully calibrated scholastic charts.

• The educational periodic evaluation criteria includes skills such as:-

consistency	ideation	comprehension	logical reasoning	reading
teamwork	spontaneity	data analysis	presentation skill	speaking
initiative	creativity	numerical ability	aesthetic sense	vocabulary
confidence	applicability	practical skill	general knowledge	composing

• Overall, 50% total annual marks are mandatory in each subject for the candidate to be promoted to the next standard.

• Comprehensive moral evaluation is a critical part of a balanced educational appraisal &not just an ancillary subordinate aspect. Therefore, every student’s behaviour is measured subjectively as well as objectively on the basis of a judiciously devised rubric.

• Some of the behavioural criteria assessed are as follows:–

Honesty	Discipline	Sensitivity	Organisational Skills	Tidiness
Salah	Patience	Leadership	Forgiveness	Generosity
Tilawat	Humility	Obedience	Determination	Punctuality
Dhikr	Wisdom	Initiative	Participation	Activeness
Haya	Humour	Responsibility	Co-Operation	Confidence
Respect	Courage	Appearance	Dining Etiquettes	Simplicity

INTEGRATED CO-CURRICULAR ACTIVITIES

Recitation & Composition Skills

• Tajweed-e-Quran

• Essay, Letter, Report, Story & Summary Writing

Personality Development

• Poetry, Elocution, Presentations & Extempore Speech

• Debates, Role-Plays & Group Discussions

• Quiz on Various Subjects

• Educational Excursions

• Social Service

Creativity & Practical Skills

• Islamic, Scientific & Social Projects

• Art & Craft Assignments

• Prototype Development

• Science Practicals

Information Technology Skills

• Basics of Multimedia Content Development

• Basics of Computing, Hardware & Networking

• Basics of Operating Systems, MS-Office & Graphics

• Basics of Programming & Database Management System

Physical Education

• Football, Table Tennis, Lawn Tennis, Volleyball & Other Games

• Physical Exercise & Drills

• Martial Arts