اولین اجلاس وزرای آموزش و پرورش کشورهای اسلامی

First ISESCO Conf. of Education Ministers

۲۷_۲۸ October

 Tunis, Republic of Tunisia

Theme:
Towards boosting and activating joint Islamic educational action

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Thanking the government of Tunisia, specially the honorable Minister of Education,  also his excellency the director general of ISESCO
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(۱) Partial religious identity ( our attachment to a particular school of thought) should not keep our common identity as members of MU from burgeoning and flourishing.
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Further, even our religious identity should be developed in a frame that does not compromise or endanger our global identity( universally shared values consistent with action line# 5 of 2 nd sector- specific priority of ISESCO) , shared concerns, shared membership and shared ownership of the earth…. Shouldn’t undermine the necessity of human beings solidarity and peaceful coexistence and shared endeavors.
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Colonial and imperialist intentions are the drivers of conflict within and between Islamic states. Unity and solidarity of MU effectively disturbs their goals, suspends their never ending apetite for expansion and blocks their evil intentions…  We therefore encourage strong ties in the name of Allah, in the name of Koran and in the name of Prophet Mohammad.
واعتصموا بحبل الله
انما المومنون اخوه
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What public educational strategy is implied?
To hold tight to the golden teachings of Allah and his prophet and promote solidarity and brotherhood amongst ourselves, rather than echoing satanic wishes by  surrendering to discrimination,  distinctions, divisions and ultimately intolerance and violence based on different schools of thought. Extremist and Takfiri line of thought should not permeate our sincere and serious attempts at religious education as a school subject.

Let us also keep in mind that “Islamophobia” as a critical phenomenon impacting all our countries is as much a realistic state of mind in light of the violent and extremist accounts western world has witnessed as it is a concept made up or substantially exaggerated by politicians with Zionist orientation for political gains.
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(۲) I think nobody world take position against the proposition that “Science education  should play a pivotal role in the curriculum of Islamic states”. In Iran as a result of due attention to this field relative progress has been made. For example, noticeable improvement in our international ranking in IEA studies in natural sciences curriculum in the last decade has taken place, which serves as the backbone of the scientific and technological advances Iran has registered specially with respect to new technologies such as nano, nuclear, cognitive, aerospace, etc. As it has repeatedly been said,
I.R. Iran’s achievements is for the benefit of all Muslims and we  humbly stand ready to assist our brothers and sisters by sharing the knowledge and technology and by also participating as a trusted partner in all aspects of development deemed necessary, especially as it relates to the education system.
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(۳) Internet and cyber space. What policy implications in light of the threats and opportunities associated with it?
I submit  that the young generation must be brought into “active ” and “positive” contact with this technology in order to make the technology serve our Islamic values and the goals of sustainable development we have envisaged and consciously pursue for our countries. The idea of “cyber citizenship” has promises to this end and we should wisely turn it to a subject for reflection, modification, deliberation and adoption.
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(۴)Poor teacher education is  undoubtedly the Achilles hill of every education system. We therefore should concentrate on converging and synergizing mechanisms. It is thus reasonable to propose the formation of new structure for enhancing teacher education in the Islamic world. Islamic Teacher Education Network(ITEN) which has a precedent in other parts of the world(ETEN)…We need engaging in a dialogue specifically built around teacher education as an interdisciplinary field to expedite the process of knowledge production and to raise the efficiency of our practical efforts in this super vital and super sensitive area of education. We are ready to pursue this initiative and serve as the focal point, since the national teacher education university in Iran has been awarded a UNESCO Chair for teacher education … We suggest that this idea become subject of a feasibility and initial planning discussion hosted by Iran as part of the forthcoming activities prepared for the 2017 announcement of Mashhad as the cultural capital of Islam.
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(۵) preschool / ECE..  Must be regarded as a post 2015 priority in the education agenda of Islamic countries in order to keep the  development indicators  between developed and underdeveloped countries from growing wider and wider. This claim on the direct impact on the indicators is based on the available research documents that points unequivocally to the impact of preschool on future achievements both on the individual and social scale which makes the investment utterly productive and economical.
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(۶) Introduction of “technology education”, apart from TVE and as a general competency for every student, need to be recognized as a shared focus of curricular attention in the Islamic states. By definition technology deals with the betterment of the quality of life or raising the life standards of people collectively….. In this vein, technology education pertains to qualities such as technological thinking and technological mentality. Manifested in the ability to solve technological problems, as distinct from scientific problems. To be sure technological problems can be further classified as  two types, one which concludes in namely soft  solutions( the creative invention of solutions for  mostly social problems) and the other which extends  over to hard solutions ( relating to problems requiring  the construction or craft of novel physical instruments as well).
Existing experiences of more developed countries can be studied and extracted in the interest of developing context relevant curricula in this crucial area.