التقريظ (2)

Payment of Zakat to Non-Muslims in the Light of Islamic Shariah

This study revisited the literature to find answer to an important question that whether Zakat could or could not be paid to the non Muslims? There are different arguments in favor of giving the Zakat to the needy Dhimmies (non Muslims) in an Islamic State.  After reviewing Islamic teachings, laid down in holy Quran and Sunnah, the practices of pious Caliphs, in the Islamic History, views of different Islamic schools of thought and the opinion of modern Islamic jurists, the study found that Quran and Sunnah allowed the payment of zakat to the Al-Muallaf-al-Qulub (poor non-Muslims and those, whose hearts are to be inclined). However, there are differences in the opinion of various Islamic schools of thought. For example, according to Maliki and Zaidi schools of jurisprudence it is lawful to give Zakat to the non-Muslims, where as Shyafee school of thought hold opposite opinion and does not allow the payment of Zakat to the non-Muslims. The modern Islamic jurists Muhammad Shaltut, Mustafa Al-Zarka, Taha Jabir, Syed Abual Aa la Maududi, Imam Khumany of Shia School of thought etc, argue that since modern states have become welfare states, it is therefore allowed to use zakat for the well-being of citizens including the non-Muslims. The recommendations given in this study are multidimensional that we will not only help the poor non-Muslims but also complement to eradicate poverty and reduce income inequality in Muslim countries

The Impact of Subject Specialist Teacher Program on Teachers Classroom Practices

The primary purpose of this study was to understand how teachers develop and work as agents of change. The particular aim was to understand the impact of SST program on teachers' classroom practices. An attempt has been made to explore how extensive in-service teacher development programs have an impact on teachers' classroom practices. The study documents the cases of two secondary teachers (who have attended the SST program) from two different contexts (government and private schools). The research draws on qualitative data from sources such as semi-structured interviews, classroom observations and document analysis. The teachers (SSTs), head teachers, fellow teachers, SSTs' students, the course coordinator, and the PDT who was involved in the SST program were interviewed. A number of lessons of both the teachers (SSTs) were observed. Although the study is based on the analysis of only two cases, it provides some insight into the process of teacher development. The SST program has a great impact on teachers' classroom practices. Positive changes were noted in SSTs' classroom practices. However, there is still need for further AKU-IED based support. Moreover, it is necessary to build a school culture and structure that is conducive for the sustainability of the innovation. The study suggests that a professionally trained teacher cannot bring change without a support system. The study also revealed that there was a lesser impact on government school teacher's classroom practices, as compared to the private school teacher, because of a number of factors. In brief, this study reveals that any professional development is not an isolated station in an individual's intellectual journey, but rather a gradual process. The study has also made some recommendations for the schools and for AKU- IED for the improvement of teacher education programs.