معايير جودة التعليم في الفكر التربوي الإسلامي :دراسة تحليلية للتعليم في عصر سيدنا عمر بن الخطاب /إعداد آسيا بنت مسعد بن سرحان العتيبي

Abstract

This study examines the theoretical basis of Islamic concept of quality in education, its system and the basic principles that are based on the Oneness of Allah (SWT) and the view that man is His servant, and that Islam endorses the concept of charity and itqan, the principle of shura (consultation), and love of Allah (SWT). Indeed these elements of Islamic theory of education are more accurate and clearer in terms of meaning than the concept of quality. The study proved that the Islamic standards of quality in edu-cation are summarized as follows: standards of quality educational goals, standards of measuring the quality of content, standards for the quality of teaching method, criteria for the quality of learner, standards for the quality of teacher, standards of quality of building a school, and criteria for quality assessment. The study proved that the stand-ards of the quality of education in the era of Caliph Umar (may Allah (SWT) be pleased with him) were based on quality of learning, quality of the teacher, quality of the curriculum and method of teaching, the quality of the learning environment, and quality evaluation of the education. The study found that Caliph Umar (may Allah (SWT) be pleased with him) built more than 4000 mosques serving as places of teach-ing and learning based on the above-mentioned standards of quality of education. Fi-nally, the study proposed models, mechanisms and examples of comprehensive Islamic quality education that are based on the following criteria: (1) establishment of quality administrative or management system, (2) creation of awareness and inculcation of the concept of quality, (3) study of employees' attitudes towards the application of quali-ty, (4) situation analysis, (5) planning and development of effective strategy within the educational institution, (6) building and formation of task forces and determining the methodology of work, (7) an inventory of all existing processes and identifying proce-dural steps, (8) planning and documentation of a comprehensive quality system, (9) the application of a comprehensive quality management system in education, (10) internal audit (11), review of quality standards by the management and (12) carrying out the necessary changes suggested by the review committee.