Barada: Islamic Education is a Cornerstone for Building Citizens and Instilling National Values
Follow-up
Mohamed Saad Barada, Minister of National Education, Preschool, and Sports, emphasized that teaching Islamic education in Moroccan curricula goes beyond academic achievement. It aims to embody values and content at cognitive, emotional, and behavioral levels, aligning with what is stipulated in the educational framework for this subject in both the middle and high school levels.
In response to a written question from the Popular Movement Party in the House of Representatives, the minister explained that Islamic education seeks to prepare students to shoulder their religious and humanitarian responsibilities. It instills in them a sense of stewardship on earth, ensuring disciplined behavior that does not harm themselves, others, the environment, or the nation.
Barada asserted that the content of the subject is designed to fit the student’s characteristics in terms of age and social context, as well as mental and psychological maturity, making it a tool for nurturing a generation of Moroccans committed to the values of a moderate religion, framed by the leadership of the faithful and grounded in the Maliki school of thought and Ash’ari creed.
He highlighted that the aim of teaching this subject lies in forming responsible citizens who are motivated by personal conscience to fulfill their religious and national duties throughout all stages of life, harmonizing worship with national belonging and positive citizenship.
He indicated that Islamic education contributes to reinforcing religious and national constants, building the collective conscience, and safeguarding individual will through the cultivation of virtues, combating negative behaviors, and encouraging seriousness in self-development and public service.
In the same context, parliamentary representative Aziza Boujird urged for urgent measures to restore the importance of this subject, given its essential role in shaping the learner’s personality and instilling moral and religious values.
Boujird criticized the low weighting assigned to the subject compared to other subjects, which leads many students to view it as secondary and insignificant to their results, despite its educational and spiritual importance.
The representative called for a review of the subject’s position within the curriculum, whether by increasing its weighting or enhancing its educational status, enabling it to fully fulfill its role in shaping generations that carry deep-rooted human and moral values.
