Challenges facing the Salafi Da'wah in India

Abstract

This study investigates the challenges faced by Muslim students in secondary schools in Chake-Chake District, Pemba, Tanzania, during the implementation of the Competency-Based Curriculum (CBC). The primary objective was to assess the perceived health beliefs and associated quality of life outcomes among Muslim students applying the CBC. The study aimed to address the rapid failure of these students in their final examinations, especially in Islamic knowledge, due to the CBC's implementation. The research employed a cross-sectional study design, utilizing both qualitative and quantitative methods for data collection. Data were gathered through interviews and questionnaires targeting selected groups, including teachers, learners, educational stakeholders, and district education officers. A simple random sampling technique was used to select a study population of 66 participants. The questionnaires and interviews manage to collect the data from the respondents depending on the knowledge, skills and attitudes towards the implementation of CBC among Muslim Students in Zanzibar Secondary Schools particularly in Pemba Islands. The methodology involved phenomenological qualitative design to highlight the experiences of the students, focusing on their knowledge, attitudes, and practices regarding the CBC. The analysis revealed that the CBC was not well-understood or effectively implemented in the teaching and learning processes. Several challenges were identified, including a shortage of qualified teachers, a lack of awareness and readiness among students, insufficient teaching and learning resources, and inadequate teaching periods for Islamic knowledge subjects in the syllabus. These factors contributed to the poor performance of Muslim students in their examinations. The study's findings underscore the necessity for comprehensive training programs and workshops organized by educational agencies to equip teachers with the necessary skills and knowledge for effective CBC implementation. It recommends that teachers should be trained on various teaching approaches to adapt to the CBC, ensuring that they can provide quality education and support to their students. Furthermore, the study highlights the importance of integrating Islamic values into educational practices to promote holistic development and encourage positive contributions to society. The significance of this research extends to various stakeholders, including teachers, the Muslim Ummah, government policymakers, and researchers. Teachers will benefit from capacity-building opportunities and innovative pedagogical strategies, while the Muslim community will gain insights into incorporating Islamic principles into education. Government authorities and policymakers can use the findings to formulate evidence-based strategies for enhancing the educational system, addressing challenges such as the removal of division zero in Zanzibar's education system. For researchers, this study provides a foundation for further exploration into the challenges and opportunities within the CBC framework.