Tsarin ilimi a cikin Daular Khilafah ya kunshi jimlar dokokin Shari'ah da ka'idojin gudanarwa masu alaka da tsarin karatu. Dokokin Shari'ah da suka shafi ilimi suna samo asali ne daga akidar Musulunci, kuma suna da hujjojin Shari'ah, kamar batutuwan karatu da raba dalibai maza da mata. Dangane da ka'idojin gudanarwa da suka shafi ilimi kuwa, su ne hanyoyi da salon da aka halatta wadanda shugaba mai iko ke ganin sun da amfani wajen aiwatar da tsarin da cimma manufofinsa. Su al'amuran duniya ne da ke iya ci gaba da canzawa bisa ga abin da ya fi dacewa wajen aiwatar da dokokin Shari'ah da suka shafi ilimi da bukatun asali na Al'umma. Haka kuma ana iya karbo su daga gwaje-gwaje, kwarewa da binciken da aka halatta daga wasu al'ummai.

The education system in the Khilafah State is composed of the totality of the Shari’ah rules and administrative canons related to the education curriculum. The Shari’ah rules related to education emanate from the Islamic ‘aqeedah and they have Shari’ah evidences, such as the subjects of study and separating between male and female students. As for the administrative canons related to education, they are the permitted means and styles which the ruler in authority considers beneficial in implementing the system and achieving its goals. They are worldly matters susceptible to development and change according to what appears most suitable to implement the Shari’ah rules related to education and the Ummah’s basic needs. Likewise they can be adopted from the experiments, expertise and permitted research of other nations.

Wannan tsarin dokoki da ka'idojin gudanarwa na Shari'ah yana bukatar wata hukuma ta daban mai iko da karfin cimma manufofin ilimi na asali a Daular Khilafah, wato gina tsarin Musulunci na mutum (al-shakhsiyyah al-Islamiyyah). Wannan hukuma tana kula da sa ido, tsara, da lissafin dukkan bangarorin ilimi, ta fuskar tsara manhaja, zabar malamai masu cancanta, bin diddigin ci gaba da cigaban karatun dalibai, da samar wa makarantu, cibiyoyi da jami'o'i dakunan gwaje-gwaje da kayan koyarwa da ake bukata.

This system of Shari’ah rules and adminstrative canons requires an alternative apparatus with the competence to achieve the basic objectives of education in the Khilafah State, namely building the Islamic personality. This apparatus oversees the supervision, organisation and accounting of all aspects of education with respect to setting the curriculum, selecting qualified teachers, tracking the advancement and progress of students’ learning, and supplying schools, institutes and universities with the required laboratories and necessary educational tools.

Yanzu muna gabatar da mafi yawan labaran "Manufofin Ilimi" daga "Gabatarwar Kundin Tsarin Mulki" (Muqaddimat Ad-Dustoor), wanda shi ne daftarin kundin tsarin mulkin Daular Musulunci.

We now present most of the articles of the “Education Policy” from “The Introduction of the Constitution” (Muqaddimat Ad-Dustoor) which is the draft constitution of the Islamic State.

Akidar Musulunci ita ce tushen da aka gina manufofin ilimi a kanta. Tsarin karatu da hanyoyin koyarwa duk an tsara su ne don hana karkata daga wannan tushe.

The Islamic creed constitutes the basis upon which the education policy is built. The curriculum and methods of teaching are all designed to prevent a departure from this basis.

Manufar ilimi shi ne ya samar da halayyar Musulunci a cikin tunani da ɗabi'a. Saboda haka dole ne a zaɓi dukkan darussan da ke cikin tsarin karatu bisa wannan tushe.

The purpose of education is to form the Islamic personality in thought and behaviour. Therefore all subjects in the curriculum must be chosen on this basis.

Manufin ilimi shi ne samar da ɗabi'ar Musulunci da kuma baiwa mutane ilimi da sanin abubuwan da suka shafi rayuwa. An kafa hanyoyin koyarwa ne domin cimma wannan manufa; duk wata hanya da za ta kai ga wani abu daban da wannan manufa an hana ta.

The goal of education is to produce the Islamic personality and to provide people with the science and knowledge related to life’s affairs. Teaching methods are established to achieve this goal; any method that leads to other than this goal is prevented.

Dole ne a bambanta tsakanin ilimin gwaji (na zahiri) a ɓangare guda, da duk abin da ke da alaƙa da shi kamar lissafi, da kuma ilimin al'adu a ɗaya ɓangaren, a cikin ilimi. Ana koyar da ilimin gwaji da duk abin da ke da alaƙa da shi bisa ga buƙata, kuma ba a iyakance shi ga kowane mataki na ilimi ba. Amma ilimin al'adu ana koyar da shi a matakin firamare kafin matakin sakandare, bisa wata manufa ta musamman wadda ba ta saɓa wa tunanin Musulunci da dokokinsa ba. A matakin manyan makarantu kuwa, ana nazarin waɗannan ilimomin al'adu kamar sauran ilimomi, muddin ba su kai ga karkata daga manufar ilimi da tsarinsa da aka ayyana ba.

A distinction must be drawn in education between the empirical sciences on the one hand and all that is related to them such as mathematics, and the cultural sciences on the other. The empirical sciences, and all that is related to them, are taught according to need and are not restricted to any stage of education. As for the cultural sciences, they are taught at the primary level before the secondary level according to a specific policy that does not contradict Islamic thoughts and rules. In higher education, these cultural sciences are studied like other sciences provided they do not lead to a departure from the stated policy and goal of education.

Dole ne a koyar da al'adun Musulunci a dukkan matakan ilimi. A manyan makarantu, ya kamata a ware sassa (sashe) na musamman ga fannonin Musulunci daban-daban, kamar yadda ake yi da likitanci, injiniyanci, kimiyyar lissafi da sauran fannoni.

The Islamic culture must be taught at all levels of education. In higher education, departments should be assigned to the various Islamic disciplines as will be done with medicine, engineering, physics etc.

Fasaha da sana'o'i na iya kasancewa da alaƙa da kimiyya, kamar sana'o'in kasuwanci, kewayawa da noma. A irin wannan yanayi, ana karatunsu ba tare da ƙuntatawa ko sharuɗɗa ba. Wani lokaci kuwa, fasaha da sana'o'i na da alaƙa da al'ada idan tasirin wata takamaiman ra'ayi game da rayuwa ya shafe su, kamar daukar hoto ko sassaka. Idan wannan ra'ayi game da rayuwa ya saba wa ra'ayin rayuwa na Musulunci, irin waɗannan fasaha da sana'o'i ba a karɓe su.

Arts and crafts may be related to science, such as commerce, navigation and agriculture arts and crafts. In such cases, they are studied without restriction or conditions. Sometimes, however, arts and crafts are connected to culture when influenced by a particular viewpoint of life, such as photography or sculpture. If this viewpoint of life contradicts the Islamic viewpoint of life, such arts and crafts are not adopted.

Tsarin karatu na Gwamnati guda ɗaya ne. Ba a yarda a koyar da wani tsarin karatu banda na Gwamnati ba. Ana ba da izinin makarantu masu zaman kansu muddin sun karɓi tsarin karatun Gwamnati, suna kafuwa bisa manufofin ilimi na Gwamnati, kuma suna cimma burin ilimi da Gwamnati ta tsara. Koyarwa a irin waɗannan makarantu ba za a haɗa ta tsakanin maza da mata ba, ko ga ɗalibai ko malamai; kuma ba za su kasance ga wani addini, mazhaba, kabila ko launi ba.

The State’s curriculum is one. No curriculum other than that of the State is allowed to be taught. Private schools are allowed as long as they adopt the State’s curriculum and establish themselves on the State’s educational policy and accomplish the goal of education set by the State. Teaching in such schools should not be mixed between males and females, whether for students or teachers; and they should not be specific for a certain deen, madhab, race or colour.

Wajibi ne ga Gwamnati ta koyar da kowane mutum, namiji ko mace, abubuwan da suka zama dole ga rayuwar yau da kullum. Wannan ya zama wajibi, kuma a bayar da shi kyauta a matakin firamare da sakandare. Gwamnati ya kamata, gwargwadon iyawarta, ta samar da damar ga kowa ya ci gaba da karatun manyan makarantu kyauta.

It is an obligation upon the State to teach every individual, male or female, those things that are necessary for the mainstream of life. This should be obligatory and provided freely in the primary and secondary levels of education. The State should, to the best of its ability, provide the opportunity for everyone to continue higher education free of charge.

Gwamnati tana samar da dakunan karatu da dakunan gwaje-gwaje da dukkan hanyoyin ilimi a wajen makarantu da jami'o'i, domin baiwa wadanda suke son ci gaba da binciken su a fannoni daban-daban na ilimi, kamar fiqhu, Hadisi da tafsirin Alkur'ani, tunani (fikr), magani, injiniyanci da sinadarai, kirkire-kirkire, gano-gano, da sauransu. Ana yin haka ne domin samar da yalwar mujtahidai, da fitattun masana kimiyya da masu kirkire-kirkire a cikin Al-ummah.

The State provides libraries and laboratories and all means of knowledge outside schools and universities, to enable those who want to continue their research in the various fields of knowledge, like fiqh, Hadith and tafseer of Qur’an, thought (fikr), medicine, engineering and chemistry, inventions, discoveries, etc. This is done to create in the Ummah an abundance of mujtahideen, outstanding scientists and inventors.