18 – 20 August, 2015: International conference on Islamic Universities, Bayero University, Nigeria

The Conference was organized by IIIT Nigeria and was attended by scholars from the African region. Prof. Dr. Rosnani Hashim as a IIIT resource person was invited as a main speaker in the Conference. Prof Rosnani Hashim presented the lead paper with the title, ‘Curriculum Development, Integration and Quality Assurance in Islamic Universities: A Case Study of International Islamic University of Malaysia’. The paper examined the effect of globalization and neo-liberal education paradigm on higher education institutions in general and Islamic universities in particular taking the International Islamic University Malaysia, IIUM, as a case study. It argued that, unless drastic measures are taken, the shift in higher education paradigm to the neo-liberalism, which is propelled by the business community, may cause the loss of the soul of Muslim higher education the second time, the first being caused by western colonization.

Full Report of the Conference

ACADEMIC REPORT ON THE 3^RD INTERNATIONAL CONFERENCE ON ISLAMIC UNIVERSITIES, ICIU 2015

BY

DR. AISHA GARBA HABIB

The 3rd International Conference on Islamic Universities, organized by the International Institute of Islamic Thought, Nigeria Office in collaboration with Al-Hikmah University, Ilorin, Nigeria, took place from 18th – 21st  August, 2015/3rd - 5th Dhul Qa'da, 1436AH at Mambayyah House, Bayero University Kano, Nigeria with over a hundred participants drawn from different countries such as, Malaysia, Kenya, Uganda, Tanzania, Ghana, South Africa and Nigeria among others. Its theme, Islamic Universities, Integration of Knowledge and the Challenge of Quality Assurance, had the following sub-themes;

a.            Staff Development, Capacity Building and Quality Assurance in Islamic Universities

b.            Networking and Quality Assurance in Islamic Universities

c.             Conferences, Seminars, Workshops and Quality Assurance in Islamic Universities

d.            Curriculum Development, Integration and Quality Assurance in Islamic Universities

e.            Textbooks Development and Quality Assurance in Islamic Universities

f.             Funding, Resource Development and Quality Assurance in Islamic Universities

g.            Research, the Integration Praxis and Quality Assurance in Islamic Universities

The objectives of the Conference were:

1.            To provide a forum for university proprietors, academics, policy makers, researchers, graduate students and practitioners, among others, to discuss issues and find practical solutions to the challenges facing Islamic universities;

2.            To offer a platform for sharing international best practices on the issue of the integration of knowledge; and

3.            To consolidate the modest achievements being recorded by Islamic universities in the areas of the integration of knowledge and quality assurance.

The opening ceremony witnessed eminent personalities including His Excellency the Executive Governor of Kano State, Dr Abdullahi Umar Ganduje who was the Special Guest of Honour, the Emir of Kano, Mai Martaba Sarkin Kano, Muhammadu Sanusi II, who was ably represented by Jarman Kano, Prof Isa Hashim, as the Keynote Speaker and Emeritus Prof Muhammad Sani Zaharaddeen who served as the Chairman of the Occasion. Other important personalities at the Occasion included Emeritus Prof Shehu Galadanci, former Vice Chancellor, Usmanu Danfodio University, Sokoto, Emeritus Prof Dandatti AbdulKadir, former Vice Chancellor, Bayero University, Kano, Prof Mustapha Isa, the Vice Chancellor of Northwest University, Kano, Prof Shehu Alhaji, the Vice Chancellor of Kano University of Science and Technology, Prof Ado Muhammad Garki, the Vice Chancellor of Al-Qalam University, Katsina, Dr Waziri, the Deputy Vice Chancellor, University of Maiduguri and Dr Lateef F.Oladimeji, representing the Vice Chancellor of Al-Hikmah University, Ilorin. The Foreign Guests at the Occasion included, Brother AbdulHamid Slatch, the Regional Director, I.I.I.T, East Africa Region, Prof Rosnani Hashim, representing the International Islamic University Malaysia, Prof Hamed Hikmany, the Vice Chancellor of Al-Sumait University Zanzibar, Prof Ahmad Sengendo, the Rector, Islamic University in Uganda, Brother Munawwar Khan, the Director, Muslim Community Centre Kenya, Brother Imam Sa’id Mukhtar, the Director, Hamdiyyah ICT Centre and Hamdiyyah Islamic School Accra, Ghana, and Brother Muhammad Amra from South Africa.

The Conference consisted of both plenary and parallel sessions where seasoned academics presented well researched papers, a sample of which are as follows;

Prof Rosnani Hashim presented the first lead paper with the title, ‘Curriculum Development, Integration and Quality Assurance in Islamic Universities: A Case Study of International Islamic University of Malaysia’. The paper examined the effect of globalization and neo-liberal education paradigm on higher education institutions in general and Islamic universities in particular taking the International Islamic University Malaysia, IIUM, as a case study. It argued that, unless drastic measures are taken, the shift in higher education paradigm to the neo-liberalism, which is propelled by the business community, may cause the loss of the soul of Muslim higher education the second time, the first being caused by western colonization.

In his lead paper titled, ‘Staff Development, Capacity Building and Quality Assurance in Islamic Universities: Zanzibar Experiences 2012 - 2015’ Prof Hamed Hikmany attempted to examine very briefly the historical trends in education in East Africa and in particular Zanzibar (pre and post independence period) and why there has existed human capacity gaps. The findings of the Study, he believed, will assist to develop capacity building measures and training programs that will ensure availability of qualified human resources and quality assurance of services. Prof Ahmad Sengendo presented another lead paper titled, ‘Capacity Building in Islamic University in Uganda’, where the paper attempted to highlight the measures taken by the University in tackling the issue of capacity building amongst its staff, particularly the academic staff. Another lead paper that was also presented during one of the plenary sessions was that of Imam Sa’id Mukhtar with the title, ‘SLA, Service Specification and Quality Assurance in Islamic Universities’. The paper suggested that for Islamic Universities to progress, change is inevitable. And that as a catalyst for change, SLA (Service Level Agreement) should be used to improve quality of delivery, as well as sustaining the quality achieved. The last lead paper presented by Prof. Salisu Shehu was titled, ‘Research Collaboration, Faculty Exchange and Knowledge Sharing among Islamic Universities: Expounding the Conceptual Framework and Imperatives for Sustainable Partnerships for Quality Assurance’. 

Three Islamic Universities from Nigeria also presented position papers on their respective universities during the plenary sessions. These were Al-Hikmah University, Ilorin, Al-Qalam University, Katsina, and Crescent University, Abeokuta. Their papers mainly highlighted the successes so far recorded and the challenges being experienced by each university on staff development and the integration programme.

More than fifty other papers were also presented in nine parallel sessions and at least six papers were presented in each session and other special papers were also presented. For instance, Brother AbdulHamid Slatch gave a talk on the ‘Programmes of the I.I.I.T, East Africa Region’, while Brother Muhammad Amra, from South Africa gave a talk on ‘Accessing the Inaccessible Textbooks’.

The Conference, in its communiqué, issued the following as the major points agreed on during the three day event:

Observations

•             The idea of Islamic universities is informed by the fact that all that is beneficial of knowledge is Islamic;

•             One of the roles of Islamic universities is the revival, modernization and integration of Islamic  and conventional perspectives of knowledge;

•             Collaboration and partnership have been identified as the cornerstone for quality assurance in Islamic universities;

•             Muslim professionals should integrate their professional knowledge with Islamic ethics and values;

•             The curricula of Islamic universities should focus on developing the soul and the body;

•             Some Islamic universities do not often give priority and recognition to Muslim intellectual history;

•             Globalization and the neo-liberal education paradigm have a negative effect on Islamic Institutions;

•             Some Islamic universities are forced to operate, due to the harsh economic climate, as corporate organizations or profit making ventures; and

•             Some Islamic universities do not meet the expectations of Muslim communities.

Challenges

•             Insufficient and erratic funding are major obstacles to Islamic universities;

•             Islamic universities  grapple to compete with public and other faith-based institutions;

•             One key challenge facing some Islamic universities is that of inadequate and sub-standard infrastructures;

•             Quality, access, affordability and relevance  are critical issues affecting most Islamic Universities;

•             Like their secular counterparts, Islamic universities are also affected by  the trend of commercialization and the commodification of education;

•             There is a paucity of qualified, competent and permanent staff and over-reliance on visiting/ sabbatical faculty members in some Islamic universities;

•             Some Islamic universities accord little attention to Islamic-oriented courses;

•             There is a superficial understanding of the expected philosophy, mission and vision of a truly Islamic university by some Islamic universities;

•             There are inadequate linkages and collaboration between various Islamic universities;

•             There is also a poor research and reading culture among both academic staff and students in some Islamic universities;

•             The libraries and laboratories in some Islamic universities are grossly ill-equipped; and

•             The nomenclatures of some Islamic universities are stereo-typed, which often result in poor corporate image.

Recommendations

•             A concerted effort should be made by Islamic universities to design curricula in line with Qur’anic Sciences in the teaching of all disciplines;

•             Conferences, seminars and workshops on quality assurance should be organized regularly for Islamic universities;

•             Islamic universities should diversify and explore Shariah-compliant ways of generating funds to sustain themselves;

•             The forum of Islamic universities should be formed at national and international levels

•             Academic staff  regardless of their area of specializations should enroll for Islamic-related postgraduate programmes;

•             Islamic universities should set up centres for excellence, such as research centres, institutes and working groups in order to address societal needs and priorities;

•             Academic staff should be regularly evaluated based on their conduct, research outputs and publications;

•             Islamic values, ethics and morals should be inculcated into the curricula of Islamic universities;

•             Islamic universities should create their Maqasid Development Index;

•             Islamic universities should prepare their graduates to be global citizens of the Muslim ummah;

•             Islamic universities should keep pace with the rapid growth in the knowledge-based society to avoid losing relevance;

•             Efforts should be made towards encouraging Muslim countries, communities and philanthropists to establish and finance Islamic universities;

•             Staff should be sponsored to study in the best universities around the world;

•             The curricula of Islamic universities should be de-colonized;

•             Islamic universities should avail themselves of the latest information and communication technologies;

•             International standards for student-teacher ratio should be ensured in Islamic universities;

•             Distance  and e-learning should be encouraged as platforms for knowledge production and dissemination;

•             Islamic universities should collaborate with Islamic organizations and financial institutions, such as OIC, IDB and other Islamic banks;

•             There is the need to have a conducive learning environment for sisters and where possible develop female student campuses or even female universities;

•             Islamic universities should form interactive fora for collaboration, linkages and knowledge sharing;

•             Islamic universities should establish Young Muslim Researchers’ Programmes and take bold steps in mentoring initiaves;

•             There should be the periodic evaluation of performance and review of academic programmes; and

•             A minimum of twenty percent of Internally Generated Revenue (IGR) should be dedicated to research.