Almost all children now believe they go to school to pass exams. The idea that they may be there for an education is irrelevant. State schools have become exam factories, interested only in A to C Grades. They do not educate children.  Exam results do not reflect a candidate’s innate ability. Employers have moaned for years that too many employees cannot read or write properly. According to a survey, school-leavers and even graduates lack basic literacy and numeracy skills. More and more companies are having to provide remedial training to new staff, who can’t write clear instructions, do simple maths, or solve problems. Both graduates and school-leavers were also criticised for their sloppy time-keeping, ignorance of basic customer service and lack of self-discipline.                    

Bilingual Muslims children have a right, as much as any other faith group, to be taught their culture, languages and faith alongside a mainstream curriculum. More faith schools will be opened under sweeping reforms of the education system in England. There is a dire need for the growth of state funded Muslim schools to meet the growing needs and demands of the Muslim parents and children.  Now the time has come that parents and community should take over the running of their local schools. Parent-run schools will give the diversity, the choice and the competition that the wealthy have in the private sector. Parents can perform a better job than the Local Authority because parents have a genuine vested interest. The Local Authority simply cannot be trusted.

The British Government is planning to make it easier to schools to “opt out” from the Local Authorities. Muslim children in state schools feel isolated and confused about who they are. This can cause dissatisfaction and lead them into criminality, and the lack of a true understanding of Islam can ultimately make them more susceptible to the teachings of fundamentalists like Christians during the middle ages and Jews in recent times in Palestine. Fundamentalism is nothing to do with Islam and Muslim; you are either a Muslim or a non-Muslim.

 There are hundreds of state primary and secondary schools where Muslim pupils are in majority. In my opinion all such schools may be opted out to become Muslim Academies. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society. Muslim schools are attractive to Muslim parents because they have better discipline and teaching Islamic values. Children like discipline, structure and boundaries.  Bilingual Muslim children need Bilingual Muslim teachers as role models during their developmental periods, who understand their needs and demands.

Indiscipline, incivility, binge drinking, drug addiction, gun and knife crimes, teenage pregnancies and abortion are part and parcel of British schooling. These are the reasons why majority of Muslim parents would like to send their children to Muslim schools with Muslim teachers as role models during their developmental periods. Only less than 5% attend Muslim schools and more than 95% keep on attending state and church schools to be mis-educated and de-educated by non-Muslim monolingual teachers.

None of the British Muslims convicted following the riots in Bradford and Oldham in 2001 or any of those linked to the London bombings had been to Islamic schools. An American Think Tank studied the educational back ground of 300 Jihadists; none of them were educated in Pakistani Madrasas. They were all Western educated by non-Muslim teachers. Bilingual Muslim children need bilingual Muslim teachers as role models.  A Cambridge University study found that single-sex classes could make a big difference for boys. They perform better in single-sex classes. The research is promising because male students in the study saw noticeable gains in the grades. The study confirms the Islamic notion that academic achievement is better in single-sex classes.

None of 7/7 bombers and British Muslim youths who are in Syria and Iraq are the product of Muslim schools. They are the product of British schooling which is the home of institutional racism with chicken racist native teachers. It is absurd to believe that Muslim schools, Imams and Masajid teach Muslim children anti-Semitic, homophobic and anti-western views. It is dangerously deceptive and misleading to address text books and discuss them out of their historical, cultural and linguistic context. It is not wrong to teach children that Jews are committing the same cruelty in Palestine what German did to them before or during Second World War. It is not wrong to teach children that anti-social behaviour, drinking, drugs, homosexuality, sex before marriage, teenage pregnancies and abortions are western values and Islam is against all such sins. This does not mean that Muslim schools teach children to hate westerners, Jews and homosexuals.

The demand for Muslim schools comes from parents who want their children a safe environment with an Islamic ethos. Parents see Muslim schools where children can develop their Islamic Identity where they won't feel stigmatised for being Muslims and they can feel confident about their faith. Muslim schools are working to try to create a bridge between communities. There is a belief among ethnic minority parents that the British schooling does not adequately address their cultural needs. Failing to meet this need could result in feeling resentment among a group who already feel excluded. Setting up Muslim school is a defensive response. State schools with monolingual teachers are not capable to teach English to bilingual Muslim children. Bilingual teachers are needed to teach English to such children along with their mother tongue. According to a number of studies, a child will not learn a second language if his first language is ignored.

The West has never been at ease with Islam since the Crusades. It is unfortunate that huge oil supplies lie under the Arabian Deserts. It is the West that stirred the trouble that led to 9/11. That attack was a desperate act of by men prepared to lose their life. We need to get to grips on who is the terrorist? On 24 November 1963, Lyndon Johnson said, “the battle against communism… must be joined… with strength and determination. Some three million lives were lost in the consequential battles. The US had to pull out due to Public Opinion. Communism lived on. So who was the terrorist?

The British establishment is wrong in thinking that Imams are to blame for extremism. Imams are not solution to the problem for extremism. Extremism is nothing to do with Imams. Extremism is not created from abroad, it is coming from within. Britain fails to help Muslim communities feel part of British society. Race trouble is being predicted by the Daily Express, because of an ethnic boom in UK major cities. Muslim communities need imams for the solutions of their needs and demands in their own native languages. Muslim parents would like to see their children well versed in Standard English and to go for higher studies and research to serve humanity. The fact is that majority of Muslim children leave schools with low grades because monolingual teachers are not capable to teach Standard English to bilingual Muslim children. A Muslim is a citizen of this tiny global village. He/she does not want to become notoriously monolingual Brit.

Terrorism and sexual grooming is nothing to do with Masajid, Imams and Muslim schools. Those Muslim youths who have been involved in terrorism and sexual grooming are the product of western education system which makes a man stupid, selfish and corrupt. They find themselves cut off from their cultural heritage, literature and poetry. They suffer from identity crises and I blame British schooling.

The shocking level of targeting of the Muslim community of Birmingham is indicative of the normalisation of the dehumanisation of the Muslims of Britain. Under the pretext of "extremism", criminal undemocratic and unethical abuse of public institutions and the Muslims of the UK can occur without much accountability. This pervasive attitude, especially amongst officials like Michael Gove needs to change. Our schools are truly trying to develop our children to do well at schools so later in life they are able to stand on their own two feet, but if we stop our schools from doing this than our country will have up rise of unemployment, benefit issues, crime levels high, I think its time for you apologize and allow practitioners to do their job right.
Iftikhar Ahmad

Trojan Horse
 
Tahir Alam is allegedly the man behind a blueprint for the ‘Trojan Horse’ plot for the radical ‘Islamisation’ of secular state schools. An alleged plot to takeover some of Britain’s schools by Islamist extremists has been reportedly masterminded by a ringleader who had drafted a guide document on the process, a media report has said. Tahir Alam, chairman of governors at Park View school in Birmingham, is allegedly the man behind a blueprint for the so-called “Trojan Horse” plot for the radical “Islamisation” of secular state schools. He called for “girls [to] be covered except for their hands and faces”, advocated gender segregation in some school activities, and attacked a “multicultural approach” to collective worship, the Sunday Telegraph' reported. In his 72-page document, published by the Muslim Council of Britain in 2007, Tahir Alam and co-author Muhammad Abdul Bari categorically attacked many state schools for not being “receptive of legitimate and reasonable requests made by some Muslim parents and pupils in relation to their faith-based aspirations and concerns”. They described how Muslim governors could be activated to press the “views and aspirations of Muslim parents and the local community” on reluctant schools. Birmingham has a large Muslim population, nearly 22 per cent, according to the 2011 census. The “Trojan Horse” plot had come to light recently and involves the alleged takeover of secular state schools and the removal of secular head teachers in Birmingham by radical Muslim staff and governors
 
The man accused of being at the centre of the plot, Faisal Khan, has denied the allegations, saying his sole motive was to improve the standards at schools and that he had no wish to “Islamize” British schools. British authorities are now investigating the alleged plot. UK Education Secretary Michael Gove appointed Peter Clarke, former head of Scotland Yard’s Counter Terrorism Command, to lead the probe. The appointment of Clarke has faced criticism, with critics saying the move has resulted in rising fears over a possible government crackdown on Muslim communities in the UK. There are concerns that the plan could prevent ordinary Muslims from getting involved in their children’s schooling affairs for fear of being branded extremist.
 
“The idea that MCB document was a Communist or Trostkyite-type plot to takeover all Birmingham/UK schools is laughable. This feeds into a wider 'counter-jihadist' (Breivik, EDL, etc) narrative that Muslims want to "take over".
To describe the handbook as 'a document on manipulating teachers and curriculum' or 'a detailed blueprint for the radical "Islamisation" of secular state schools', as Sunday Telegraph says, is an insult to the many thousands of professionals and lay people who have been involved over the last ten years in the massive improvements in the educational achievement of young Muslim people.
There is a level of hysteria building which is not justified, we need to take the temperature down and politicians must not play with these issues or else face a potential backlash, possibly in community cohesion."
Abdul Bari

The whole saga is outrageous, beyond belief and frankly if it was not so serious, it would be comical. The documents on which this whole action is perused is false and as there is no proof of extremism in schools, Mr Gove has made it illegal for Muslims to have conservative views (coming from a minister of conservative government, its comical really). Feel like we are back in the fifties in the USA again. Michael Gove is an avowed Zionist which is not the best way to approach issues like this! Because it can lead greater attacks on Islam. It amazes me that on the basis of an anonymous letter the whole country has been lead to believe that there is an organised plot to somehow take over schools, now allegedly across the length and breadth of Britain! Furthermore the amount of coverage that this has received from the media as being a credible story, to me, suggests the level of Islamophobia in our society has reached alarming and dangerous heights. I would suggest that for the sake of fairness, equality and justice all schools are subject to the same level of scrutiny. For example Christian, C-of-E, Jewish and Hindu, Sikh schools. I believe that this not only a witch hunt but a move to tarnish and undermine the credibility of Muslims in general and the noble teachings of a widely practiced and rapidly growing religion which a people devotedly choose to follow. Islamophobia should be stopped - especially when the racist is a government minister or department. you must share this island with many people, why does it belong to one people? Grammar schools regularly carry out gender segregation, shall we remove those Head teachers too. 

 The horse in question, it is alleged, contained Muslim extremism – brought to state schools by stealth, by governor bodies launching subtle pincer movements, to remove the kind of pesky teachers who might object to the segregation of pupils by sex, or a refusal to stick to the syllabus. How incredibly extremist. Schools where segregation of pupils by sex occur. How different from boy's only Grammar schools and High schools for Girls that exist in predominately Conservative areas. And that exist predominately in the private school sector. It does though surely produce better exam results, as pupils are less influenced by the idea of 'girl's subjects' and 'boy's subjects', and are less likely to be distracted by sex. Allegations of an Islamic takeover plot of Birmingham schools are just the latest in a string of slurs against Muslims. It is not clear what is meant by an "Islamic plot takeover", and whether that is the same thing as saying or hinting that some Muslims might want to get some schools to adopt their particular version of Islamic religious values, behaviours and life-styles. If it is the latter, that would not necessarily be an indication of "terrorism", so I struggle to see the need for 'counter-terrorism' input. It is not terrorism in any way shape or form. It is important to remember this is not about Islam as such but yet another chance to bash people perceived as foreigners. To many Muslim is another word for immigrant and coloured person, two terrible bugbears. Why should an unnamed, undated, unspecific source has effected students, teachers, governors, parents in one swoop. It has serious implications on unfounded accusations for hundreds of people. In no way shape or form is this right, nor should have it EVER happened. Just by a anonymous letter how can you judge the schools and it is bringing such bad vibe to Birmingham schools and local Muslim community we feel like we're targets no matter how hard we try we will never please and move forward from the terrorist labelling. I am disgusted at the way these particular schools and governors were targeted for no reason other than being Muslim. No solid evidence wa available to substantiate these accusations which arose and yet such great weight and focus was attached to them. Morally unjust and utterly unacceptable. The Trojan Horse document was clearly written by someone who knows little about Birmingham and even less about Islam. It has chimed, however, with widespread Islamophobic fantasies and fears amongst non-Muslims, and as a result of unethical reporting in the media has done much damage.
 
On the one hand we get told we are not integrating enough and we should engage more in civic society. On the other, when we do, we get accused of having sinister agendas. Since when do concerns by religiously conservative parents about teaching on homosexuality, girls and boys mixing, and the reciting of prayers, require anti-terrorist experts to get involved? Allegations of an Islamic takeover plot in Birmingham schools aren't justified by the evidence – and the government response is way out of proportion. Perhaps its best to let the Muslim community sort these issues out. These are in effect Muslim schools now. It is up to the Muslim community to see off hard liners (if there are any) otherwise it is their own children's' education that will suffer. I think it would be very difficult for non Muslims to get involved either as governors or management so perhaps that it is one of the reasons for the conflicts that have arisen. It may be best for the Government to but out providing the record of the school is O.K. from an exam point of view. I am so disgusted that even after it was proved there is no factual evidence or basis for that racist and hate filled document, schools in Birmingham are being subjected to this horrific ordeal and the name of many good reputable teachers is being tarnished... Why? Clearly viewable that this accusation has been purposely placed on these schools which surprisingly consists of majority Muslim children. Clearly the school policies are being contradicted by Mr Gove as they clearly state that it is the schools priority and job to meet the needs of the local community and of the students within the school. So if a school is doing that then what is the issue? What is happening feels like the persecution of a religious group. This is important because the wit hunt feeds Islamophobia. As we can see from the bombings and arson attacks on mosques in the UK, Islamophobia is a very dangerous and divisive form of racism. I'm sick of this hatred of Islam and Muslims. Haters, ignorant scum, look for any means to target Muslims, now even in our schools. It's a joke and this has to stop. How hypocritical does a country have to be to illegally invade Muslim countries and then accuse Muslims of terrorism? I am a Muslim. I am an anti-terrorist.
  
I never realised how racist and anti-Islamic this country is until I moved here. These people are here legally and have the right to live how they want to. Just because there are terrorists who use Islam as a doctrine to justify their hateful acts, does NOT mean that every Islam wants to change Britain to Sharia Law, kill the gays and put all women in burkas! These people are being judged and punished for the actions of others that have nothing to do with them, simply because they are of the same religion. Do you judge Germans in the same way because their country committed genocide? Or the Irish if they are from an area where religious conflict was particularly violent? No. Seems like thinly veiled racism to me, not the 'staunch upholding of British rights against religious extremists' as you all seem to espouse. What do people mean when they talk about 'multiculturalism'? If a lot of people come from a foreign country and settle in a particular area they will bring the culture of that country with them. Of course they will want their schools to promote their values. Gender segregation is everywhere in the Muslim world including in EU applicant, Turkey, so either we believe in Britain as multicultural or we don't. You don't get to pick and choose the bits you want. Why not sit down with parents and listen to their concerns, instead of ordering an investigation? Shocked at this terrifying witch hunt against Muslims who are simply trying to raise standards. Its totally unacceptable to create a furore in the country over anonymous accusations with no proof. Because it is a divisive move and will affect community relations. This is the very reason why society does not function properly, this is a deliberate attempt to spread fear amongst communities, as the best way to control a nation is through fear itself. because this is NOT ,,I repeat is NOT an Islamic plot to take over Birmingham, so DO NOT put false information in the media to put Muslims down!!!!! What next.....Muslims taking over hospitals, banks, pubs....come on... Tomorrow, a Pakistani MP would become the PM of GB and this does not mean that the country has become a colony of Pakistan. 
 
What's taking place is an absolute disgrace. This whole witch hunt is putting Muslims off from becoming governors at a time when it is need the most. Why should Muslim parents be targeted when all they want at the end of the day is a good all round education for their children. Before Muslims governors came on to the scene all the inner city schools were doing poorly and failing all the children of the school. Muslim parents were criticised for their lack of involvement in their children's schools. Now they are being vilified. It is an absolute disgrace that an ex anti terrorist police office has been brought in to investigate the situation. It stinks of racism and the desire to label all Muslims into the category of extremist and jihadist. What a disgrace by the national and the local government. It's wrong for Gove to be deliberately politicising our Education system. All our children deserve respect and not to be scapegoated. What a total waste of tax payers money and tactical manoeuvre by Michael Gove to divert attention away from the real issues. Gove’s war is designed to destabilise governing bodies where Muslims form a majority. Don't want us to be part of 'big society'?  We totally reject the idea that there is Muslim plot to take over Birmingham schools. We abhor the scapegoating of the Muslim community being whipped up by the media. We call for the removal of Peter Clarke as we believe this is a provocative appointment, designed to divide our community. I don't believe that there is an Islamic Plot to take over Birmingham schools. It's a set-up. Anonymous complaints have been used in the past to hound good head teachers of community schools out of their jobs in order to facilitate the creation of academies. This whole story smells of falsification and corruption. I suspect that the people wishing to take over schools are not Islamic extremists, but Academy Chains with business interests. A shamefully irresponsible and sensationalised inquiry whose adverse impact on community relations locally and nationally will sadly be lingering long and far.
 
If British authorities are so concerned about their education institutions being infiltrated by ``extremists'' then I suggest they stop Tony Blair, architect in chief of the illegal and violent 2003 Iraq invasion from speaking at colleges and universities across the UK and the world. His lies and fabrications caused the deaths, directly and indirectly, of thousands of Iraqis, British and Americans. While the survivors of his wars suffer in silence, this former British Prime Minister makes millions through his speaking engagements at educational institutions across the world with little or no sign of remorse for the suffering he caused. Nothing I see in the above articles suggests the British Muslim educators in question did anything illegal, let alone anywhere as remotely destructive as the twice elected British Prime Minister. Britain's interests would be served better if they questioned their own domestic and overseas policies instead of perennially whining on about ``extremist'' from their (mostly) law abiding immigrant communities.
 
There are a total of 21300 Primary and 3900 Secondary schools in the UK. Finding that 6 out of these 25200 had board members who wanted to push their extremist views over the governance of those school is not a Islamic Plot or Trojan Horse to Islamises UK. This is a massive overreaction and the Islamophobia on display in the comments is more terrifying than the actual case itself. Stop the racist witch hunt in Birmingham schools. We Muslims have a right to our religion. I decry everything which denigrates Muslims in this country. The media and governmental attitudes and actions, inflame prejudice and ignorance. We want the best for our children and such baseless witch hunt of school governors does not help the cause of better education.
 
Stop this hate against Muslims. It is not them who are terrorists , but all those who imply they are with the help of media you try bringing others to your side giving false details - twin towers wasn't Muslim either - that was the Americans - you will not win as Islam Will forever grow and prove it is peaceful through the will of God (Allah SWT)... amen. This is undermining confidence in the Muslim community and increasing Islamophobia. This is another example of the media whipping up hysteria against the UK Muslim community.  The way our Govt treating British Muslims is as if all Muslims are terrorists unless they prove otherwise. Govt should focus on its job. Governors of this school worked hard to help a failing school achieve outstanding rating from Ofsted. Please fix Ofsted and stop demonising Muslims. Nick Clegg on LBC radio indicated that the DFE is full of right wing ideologues and extremist loons. Islamic schools protect Muslim children from the onslaught of Euro centrism, homosexuality, racism, and secular traditions. All education systems appear to be indoctrination systems. I went to a good private school. Guess how we were 'encouraged' to think about politics! Having a Muslim name in UK is a crime. All UK job application forms have sections ask your race and religions. Most UK employers simply reject your applications just by looking at this section.
 
Native Brits must learn to respect and tolerate those who are different. The needs and demands of the Muslim community are different from those of natives. Muslims are in Britain not to give up their cultural heritage. They must integrate in their new home country, learn new languages and apply for political representation -- without forgetting their cultural heritage. It is important to learn Standard English, but their  languages should not be neglected. They need Masajid and grave yards. Muslim children not only need halal meat or Eid Holidays but they need state funded Muslim schools with Muslim teachers as role models during their development period also. There is no place for a non-Muslim child or a teacher in a Muslim school.

A Muslim is a citizen of this tiny global village. He/she does not want to become notoriously monolingual Brit. The whole world belongs to Muslims. He/she must learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. At the same time, he/she must learn and be well versed in Arabic, Urdu and other community languages to keep in touch with their cultural heritage and enjoy the beauty of their literature and poetry. For a Muslim English is an economic language and Arabic is a religious while Urdu and other community languages are their social and emotional languages.

Muslim children not only need halal meat or Eid Holidays but they need state funded Muslim schools with Muslim teachers as role models during their development period also. There is no place for a non-Muslim child or a teacher in a Muslim school. Legally, the state has an obligation to respect the rights of parents to ensure that 'education and teaching(of their children) is in conformity with their own religious and philosophical convictions.' The schools must satisfy the spiritual, moral, social, and cultural needs of Muslim pupils. State schools with non-Muslim monolingual teachers are not in a position to satisfy their needs. A good school is not just a knowledge factory or a conveyor belt for churning out exam passes - it is a community, a family. A community is held together by common values and principles.
Iftikhar Ahmad
London School of Islamics Trust
http://www.londonschoolofislamics.org.uk
 

Parents of pupils at Muslim school Olive Tree primary say inspectors questioned children about attitudes to homosexuality

Link.

I stand by the parents in this.

The school is in a mess because the Board of Governors have appointed a non-Muslim head teacher along with couple of non-Muslim female teachers.There is no place for a non-Muslim child or a teacher in a Muslim school.  They do not understand and respect the needs and demands of the Muslim children. Majority of children are from Pakistan, they need to learn and be well versed in Urdu to keep in touch with their cultural heritage and enjoy the beauty of Urdu literature and poetry. It is their social and emotional language. The school does not teach Urdu language. The school only teaches Arabic language which is a religious language. A Muslim must learn and be well versed in standard English, Arabic and Urdu and other community languages. A Muslim is a citizen of this tiny global village. He/she does not want to become notoriously monolingual Brit.
 
There is no requirement for teaching staff to hold appropriate qualifications or have the necessary experience; there is no requirement to follow the national curriculum, which does work towards recognised qualifications. In my town the children attending the state schools have below average attainments at GCSE compared to the national average. The children are not achieving their full potential and are being let down by the qualified teachers at these schools. Although I’ve no doubt that there are many non-’qualified’ people who could teach as well as, or better than, many of those certificated to do so. A very real concern is that those who teach in state schools (often also including “assistants”) lack proficiency in the subjects they teach, even at the most basic levels. In those circumstances, what they are doing is not teaching, but inculcating wrong information or none at all. Curriculum seems to have been dumbed down to accommodate teachers who probably would never have passed the subject at O level in times gone by – let alone A level or a degree.
 
I heard 3 parents being interviewed on the radio a little while ago, and god help me they were actually quite happy with the school! It would seem that the spirit of the Crusades is alive and well. Al-Madinah is certainly not the only failing school in the country. However, seasoned Ofsted report readers will I hope agree that we have never read such a damning report. Words like “dysfunctional”, “woefully inadequate” and “chaotic” do not normally feature in Ofsted reports, even when they are slating a school. The evidence is surely the 173 Free Schools that have, minor teething troubles aside, opened perfectly successfully – many opened by teams that have never opened a schools before. That’s the reality. So a Muslim school (which it seems retains a great deal of parental backing) has come a cropper with serious questions to answer. It seems however, despite the odd teething troubles (buildings, Ofsted confusion over Montessori methods, etc.) here and there, that the other 173 Free Schools have opened successfully against a backdrop of ideological sniping from local authorities, the Labour Party and teaching Unions. So the Free School failure rate so far is 0.6%. Disarray for sure. State schools get appalling Ofsted reports as well. There will be good and bad state schools and good and bad free schools.
 
State schools get appalling Ofsted reports as well. There will be good and bad state schools and good and bad free schools. Muslim Girls school tops state school rankings in Blackburn. Yet, the only news we get is about a failing school in Derby. There are good Muslim schools and there are bad ones. However, let’s be blunt, negative stories about Muslims predominate. There is a reason for that. And no, it’s not because Muslims predominantly do negative things. While it’s great that a Muslim school toped some ranking that isn’t news – just like the many Christian and secular schools that top local rankings aren’t. There is a very obvious reason why there are more negative stories about Islam than positive ones.It is funny how negative Muslim stories are given front page and positive Muslim stories are packed away where you have to actively look for them. What about the Catholic church for example: White British men who abused boys and were just placed in different institutions when caught and protected by their superiors.Or is it because we are white that we don’t behave badly or are blameless for any bad behaviour?

Muslim children need state funded Muslim schools with Muslim teachers as role models during their developmental period. This is the only solution for them to keep away from the evils of western society. Let them teach what ever the native Brits would like to teach their children. It is a crime against humanity to keep sending Muslim children to state and church schools with non-Muslim monolingual teachers. This is why the legal definition of genocide includes cultural killing, not only actually killing. British education is the home of institutional racism and British teachers are chicken racist.

 What gives OFSTED the right, or indeed any Brit, to preach to minority groups about how they should live their lives. This is a cosmopolitan country, the Muslim community have the right to educate their children how they choose. Studying the Qur'an will certainly help towards these children becoming fully integrated citizens of the UK.
A quarter of a million extra school places will be needed in England by autumn 2014 to meet rising demand, the National Audit Office (NAO) is warning. The spending watchdog said one in five primary schools in England was full or near capacity and there were signs of "real strain" on places. The demand for places has been driven by the birth rate rising more quickly than at any time since the 1950s.
 
The solution of this problem is very simple. There are hundreds of state and church schools where Muslim children are in majority. In my opinion all such schools may be opted out as Muslim Academies.
 
It will satisfy the needs of those native parents who do not want to send their children to those schools where the number of Muslim children is on the increase.
 
Bilingual Muslim children need state funded Muslim schools with bilingual Muslim teachers as role models during their developmental period. There is no place for a non-Muslim child or a teacher in a Muslim school.
 
The Muslims don't want to integrate or abide by western law. Just because they don´t want to wear nude clothes or at least cloth that can show how big her breast are... so these people failed to integrate. Just because they don't like free sex, then these people failed again.. what a dirty Bush mind you have!
 
Speaking English does not promote integration into British, American and Australian societies, and broaden opportunities. English speaking Muslim youths are angry, frustrated and extremist, thanks to state schools with monolingual non-Muslim teachers and English language. English language is not only a lingua franca but also lingua frankensteinia. Human right are also covers linguistic right. Cultural and linguistic genocide are very common. British schooling is murdering community languages like Arabic, Urdu and others. English is today the world killer language. Linguistic genocide is a crime against humanity and British schooling is guilty of committing this crime. Language is not just a language. It defines one's culture, identity and consciousness. It defines how we think, communicate and express ourselves. The fact is the most South Asian Muslims have come to know Islam by way of Urdu, the children's alienation from the language that connects them the heritage of their parents and grand parents is disturbing. As a matter of fact, one has to get to know his mother tongue well if one is to master any other language.
 Iftikhar Ahmad
London School of Islamics Trust
http://www.londonschoolofialmics.org.uk

Exam Factories
 
Almost all children now believe they go to school to pass exams. The idea that they may be there for an education is irrelevant. Leading companies are struggling to recruit teenagers with basic skills because schools have been turned into “exam factories”, business leaders have warned. Many employers had been left “disheartened and downright frustrated” by poor levels of literacy, numeracy, communication and timekeeping among school leavers and graduates. Overemphasis on sitting exams and hitting targets throughout compulsory education had robbed children of the chance to develop the “soft” skills needed in the work place. Business leaders believed the emphasis on passing exams at school meant children failed to develop other skills, including the ability to hold a conversation, display good work ethic, turn upon time and apply basic literacy and numeracy.
 
State, independent and faith schools have become exam factories and are only interested in A to C Grades. They do not educate children. The result is that anti-social behaviour, gun and knife culture, racism, drug addiction. binge drinking, high rate of teenage pregnancies and abortions, high divorce rate are common in society. Exam results do not reflect a candidate’s innate ability. Employers have moaned for years that too many employees cannot read or write properly. According to a survey, school-leavers and even graduates lack basic literacy and numeracy skills. More and more companies are having to provide remedial training to new staff, who can’t write clear instructions, do simple maths, or solve problems. Both graduates and school-leavers were also criticised for their sloppy time-keeping, ignorance of basic customer service and lack of self-discipline.
 
Even Muslim schools have also become Exam Factories, only interested in A to C grades just like state schools. There is a positive co-relation between faith, culture and language. Faith needs culture and languages to flourish. According to a research, children who study the language and culture of their parents may achieve more and become more involved citizens. Migrant Muslims speak variety of languages. State schools as well as Muslim schools give lip service to the community languages but majority of Muslim schools completely ignore or discourage community languages. The ex- chairman of the Association of Muslim Schools Mr.Idrees Mears, a native revert totally rejects the teaching of Urdu and other languages. The same opinion was expressed by the head of state funded Islamia School as well as by the ex- Chairman of the Nida Trust. They are not in a position to understand the needs and demands of the bilingual children because they are themselves monolinguals. It is a well known fact that social and emotional education comes with ones own language, literature and poetry. Pakistani children suffer more than other children. They speak different languages at home and when they go to the Masajid they are exposed to Urdu and Arabic. At schools they are exposed to English and at the age of 11 are exposed to European languages. Now European languages are introduced at Primary level, but Urdu is totally ignored and discouraged by the state as well as by the Muslim schools. English, Arabic and Urdu must be introduced at nursery level so that the children can grow up with three languages. We have already lost three generation and the fourth one is in the process of losing its linguistic and cultural identity by not learning Urdu. The Muslim community is suffering because of social and cultural problems of high rate of divorce, run away young girls, low academic achievements, drug addiction, drinking, teenage pregnancies, disrespect for their parents and elders, forced marriages and honour killings. It is all because our youth are cut off from their cultural roots and languages. I blame state schools because they have never been serious in the teaching of Urdu, Arabic and other community languages.  
 
An American research reveals in 2005 that bilingual learners with no education in their first language take longer to learn English and a bilingual learner with a good education in their own language do best of all. Muslim schools are committing the same mistake by ignoring community languages. Even OFSTED is not serious about the importance of bilingualism and bilingual education. Their priority is the teaching of English language. No body is denying the importance of English as an economic language but equally important is the first languages of the children for social and emotional literacy.
 
The Muslim community has been passing through a phase of fourth Crusades. The battleground is the field of education, where the young generation will be educated properly with the Holly Quran in one hand and Sciences in other hand to serve the British society and the world at large. A true Muslim is a citizen of the world, which has become a small global village. We are going to prepare our youth to achieve that objective in the long run. A true Muslim believes in Prophet Moses and the Prophet Jesus and without them one cannot be a Muslim. My suggestion is that in all state, independent and Christian based school special attention should be given to the teaching of Comparative Religion and Islam should be taught by qualified Muslim Teachers to make the children aware the closeness of Islam to Christianity and Judaism which will help them to think about Islam, as “A Pragmatic and Modern Way of Life,” during their life time.
 
British schooling and the British society is the home of institutional racism. The result is that Muslim children are unable to develop self-confidence and self-esteem, therefore, majority of them leave schools with low grades. Racism is deeply rooted in British society. Every native child is born with a gene or virus of racism, therefore, no law could change the attitudes of racism towards those who are different. It is not only the common man, even member of the royal family is involved in racism. The father of a Pakistani office cadet who was called a "***" by Prince Harry has profoundly condemned his actions. He had felt proud when he met the Queen and the Prince of Wales at his son's passing out parade at Sandhurst in 2006 but now felt upset after learning about the Prince's comments. Queen Victoria invited an Imam from India to teach her Urdu language. He was highly respected by the Queen but other members of the royal family had no respect for him. He was forced to go back to India. His portrait is still in one of the royal places.
 
Children should be taught about the contribution Muslims have made to civilisation in order to combat threats of extremism and discrimination. It will help native children to develop positive attitudes towards Muslims. It will bring divided communities closer together, by teaching children about debt west owe to Muslims - coffee and pinhole camera to the three - course dinner and advancement in maths. The teaching will bring together science, history,RE, citizenship and community cohesion - some of the most pressing problems for the minister responsible for the curriculum.One of the major reasons for the alienation of British Muslims is a lack of clear identity. It is crucial for the British society to understand the hugely positive impact that Islamic inventors have had upon the world, and for Muslims to take pride in it. At present there is a widespread mis-conception among many people worldwide that the state of science and technology during the period known as "The Dark Ages" was that of stagnation and decline. The Muslim civilisation flourished and contributed to thousands of essential inventions that still affect western life style. The open recognition of the contribution of the Muslims should be reflected in the National Curriculum. The mainstream history of scientific ideas has failed to acknowledge numerous Islamic scientists and their great efforts and achievements throughout the centuries.
 
A report by the Institute for Community Cohesion found that native parents were deserting some schools after finding their children out numbered by pupils from ethnic minorities. Schools in parts of England are becoming increasingly segregated. The study focused on 13 local authorities. Many of the schools and colleges are segregated and this was generally worsening over recent years. This is RACISM because British society is the home of institutional racism. My statement regarding Muslim schools where there is no place for non-Muslim child or a teacher is based on educational process and not on racism. Muslim children need Muslim teachers during their developmental periods. For higher studies and research, Muslim teacher is not a priority.
 
I have been campaigning for Muslim schools since early 70s because there is no place for foreign cultures, languages and faiths in state schools. Muslim children are victim of racial abuse and discrimination. Neither Muslim community nor the DFE paid any attention to my proposal. Muslim community kept on setting up Masajid for worshiping and for the education of their children. Masajid help Muslim children to recite the Holy Quran without understanding and teach them how to perform their prayers. DFE introduced Multicultural education for the integration and assimilation of the Muslims.
 
I regard Muslim schools not just Faith schools but more or less bilingual schools. I set up the first Muslim school in Forest Gate London in 1981. Special attention was given to Standard English, Arabic and Urdu languages along with National Curriculum. But due to its closure, it could not become a model school for others to follow. Islamia School, founded by Yusuf Islam became the model school where there is no place for the teaching of Urdu and other community languages and only Arabic is taught.
 
The sound knowledge of ones owns language would appear to help – not hinder the acquisition of a second language and bilingual children may even have cognitive advantages and that the ability to speak more than one language is going to be increasingly important for the world of the future. Therefore, Muslim children and young Muslims have potentially a major educational advantage, although sadly this is not being developed well at present. British policy makers now recognise bilingualism as an educational asset rather than a problem. Education plays a central role in the transmission of languages from one generation to the next. The teaching of mother tongues is essential in terms of culture and identity. Arabic is a religious language for the Muslims but for Pakistanis, Urdu is also essential for culture and identity. Blind Muslim children in Bradford are learning to read Arabic and Urdu Braille, by a blind teacher who travelled from Pakistan. Now blind Muslim children are not going to miss out on culture, religion, language and the social aspects and integration into their own community and identity.
 
Majority of Muslim children are from Pakistan, Bangladesh and India They need to learn Arabic and Urdu to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Urdu is a lingua frankua of the Muslim communities from the sub-continent. The young generation learn Urdu from Indian/Pakistani films, more than two dozens TV Channels and couple of radio stations broadcasting round the clock in Urdu/Hindi. They can speak and understand but are unable to read and write Urdu literature and poetry. Bilingualism and bilingual education should be part and parcel of each and every Muslim school. The problem is that most of Muslim schools are running by British educated Muslims who are made monolinguals by state schools. They do not feel the charm of bilingualism. They have never been given the chance to learn Arabic and Urdu along with English. An English man is proud of his language, culture and faith or no faith. In the same way a Muslim should be proud of his faith, languages and cultures. In my opinion at least three hours a day must be given for the teaching of English, Arabic, Urdu and other community languages from nursery level. The teaching of Standard English will help them to follow the National Curriculum and go for higher studies and research to serve humanity.
 
According to a recent report, Muslim schools performed best overall, although they constitute only a fraction of the country's 7000 schools. Muslim schools do well because of their Islamic ethos and a focus on traditional discipline and teaching methods. They teach children what is right and what is wrong, because young children need structured guidance.
 
Bilingual Muslims children have a right, as much as any other faith group, to be taught their culture, languages and faith alongside a mainstream curriculum. More faith schools will be opened under sweeping reforms of the education system in England. There is a dire need for the growth of state funded Muslim schools to meet the growing needs and demands of the Muslim parents and children. Now the time has come that parents and community should take over the running of their local schools. Parent-run schools will give the diversity, the choice and the competition that the wealthy have in the private sector. Parents can perform a better job than the Local Authority because parents have a genuine vested interest. The Local Authority simply cannot be trusted.
 
The British Government is planning to make it easier to schools to “opt out” from the Local Authorities. Muslim children in state schools feel isolated and confused about who they are. This can cause dissatisfaction and lead them into criminality, and the lack of a true understanding of Islam can ultimately make them more susceptible to the teachings of fundamentalists like Christians during the middle ages and Jews in recent times in Palestine. Fundamentalism is nothing to do with Islam and Muslim; you are either a Muslim or a non-Muslim. Muslim children suffer from identity crises because their parents teach them Islam and their schools teach them something else. There must be a positive co-relation between school and home, otherwise, children will suffer academically, spiritually , socially and emotionally. They are also unable to develop self-confidence and self-esteem.
 
You better teach your children in your own schools and let migrant communities teach their children according to their needs and demands. British Establishment and society should concentrate on the evils of their own society and stop trying to change the way of life of Muslims. Muslim community does not want to integrate with the British society, indulging in incivility, anti-social behaviour, drug and knife culture, binge drinking, teenage pregnancies and abortion.  Prince Charles, while visiting the first grant maintained Muslim school in north London, said that the pupils would be the future ambassadors of Islam. But what about thousands of others, who attend state schools deemed to be "sink schools"? In education, there should be a choice and at present it is denied to the Muslim community. In the late 80s and early 90s, when I floated the idea of Muslim community schools, I was declared a "school hijacker" by an editorial in the Newham Recorder newspaper in east London. This clearly shows that the British media does not believe in choice and diversity in the field of education and has no respect for those who are different. Muslim schools, in spite of meager resources, have excelled to a further extent this year, with couple of schools achieving 100% A-C grades for five or more GCSEs. They beat well resourced state and independent schools in Birmingham and Hackney.  Muslim schools are doing better because a majority of the teachers are Muslim. The pupils are not exposed to the pressures of racism, multiculturalism and bullying.
 
There are hundreds of state primary and secondary schools where Muslim pupils are in majority. In my opinion all such schools may be opted out to become Muslim Academies. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society. Muslim schools are attractive to Muslim parents because they have better discipline and teaching Islamic values. Children like discipline, structure and boundaries. Bilingual Muslim children need Bilingual Muslim teachers as role models during their developmental periods, who understand their needs and demands.
IA
London School of Islamics Trust
http://www.londonschoolofislamics.org.uk

Muslim Academies

Academies bill will enable a radical overhaul of England's schools, giving every school the chance to convert to an academy and giving parents the right to create free schools outside the control of LAs.The new schools will drive up standards and the education would be in accordance with the needs and demands of the parents. It will help native Brits, Muslims, Hindus, Sikhs and other minorities to set up their own schools for the education of their children. It is nothing to do with integration or segregation. Segregation already exists in British schoolings, it is not going to widen. President Obama supports free schools in America because they have benefitted the least well off the most. Educating children is the priority.

It is wrong to assert that a small unrepresentative group of Muslim activists tried toIslamises a state primary school in Woking. The silent majority of Muslim parents would like to send their children to state funded Muslim schools. They are not extremists who want to change of ethos of those schools where Muslim children are in majority. It is the democratic right of every Muslim parent to see that their children receive balanced education, so that when their children grow up, they do not find themselves cut off from their cultural roots and linguistic skills. It is a question of common sense, humanity and reason that bilingual Muslim children must be educated in state funded Muslim schools with bilingual Muslim teachers as role models during their developmental periods. The whole world believes that people who speak more than one language is a vital economic asset. Pupils who speak more than one language do not cause difficulties. It is the politicians and monolingual teachers who are the problems for bilingual pupils. Muslim school will help to cultivate the child into a healthy, fully flourishing individual with a passion for learning.  There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies.

Muslim schools are not only faith schools; they are more or less bilingual schools. Bilingual Muslim children need to learn and be well versed in Standard English to follow the National Curriculum and go for higher studies and research to serve humanity. State schools with monolingual teachers do not teach Standard English to Migrant children. Bilingual Muslim children learn English in the playgrounds and in the streets. They speak street language with its own grammar, vocabulary and pronunciation. The teachers let them speak the same accent in the classroom. They have no courage to stop them or correct them. This is one of the main reasons why one third of children have difficulties with reading when they leave primary schools.  Majority of such children are Muslims. In other European countries and in the sub-continent argot and slang are not allowed into the classroom. In Britain primary school teachers do not feel that it’s their role to interfere with self-expression in any shape or form. They encourage children to read poems and stories written in ethnic dialects.

Muslim faith schools are more or less bilingual schools. Priority will be given to the teaching of Standard English, Arabic, Urdu and other community languages. All Muslim children will learn and be well versed in Standard English and Quranic Arabic and at the same time they will learn and be well versed in one of the community language to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Majority of children will learn Urdu language because it is a lingua franca of the migrants from the sub-continent. And majority of British Muslims are from Pakistan and their national language is Urdu.

Iftikhar Ahmad

http://www.londonschoolofislamics.org.uk

The Muslim Youth League in collaboration with the Farghana Institute present our new course - Introduction to the Qur'an.

Sunday 29th April, 5-8pm @ the Manchester Academy.

This course is the first from our Back2Basics series. It is designed to build a platform upon which we can all begin to connect with the Qur'an at different levels. This course will cover:

A brief history of the Qur'an and why it is important
Character building with the Qur'an
The Qur'an as a guide to living with Imaan in an irreligious environment
The Prophet(S) in the Qur'an

Register online and find out more on http://www.farghana.org/education/courses/quran

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