Mataki na 165,

Article 165,

Akidar Musulunci ita ce tushen da aka gina manufofin ilimi a kanta. Tsare-tsaren karatu da hanyoyin koyarwa an tsara su ne domin hana karkata daga wannan tushe.

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

Mataki na 166,

Article 166,

Manufar ilimi shi ne 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.

Mataki na 167,

Article 167,

Manufar ilimi shi ne samar da halayyar Musulunci da kuma baiwa mutane ilimin da ke da alaka da al'amuran rayuwa. An kafa hanyoyin koyarwa don cimma wannan manufa; duk hanyar da ta kai ga wata manufa banda wannan, an hana ta.

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

Mataki na 168,

Article 168,

Ya kamata a bambanta tsakanin ilimomin gwaji kamar lissafi, a gefe guda, da ilimomin al'adu, a gefe guda. Ilimomin gwaji, da duk abin da ke da alaƙa da su, ana koyar da su gwargwadon bukata, kuma ba a takaita su ga wani mataki na ilimi ba. Amma ilimomin al'adu, ana koyar da su a matakin firamare da sakandare bisa wata manufa ta musamman wadda ba ta sabawa tunanin Musulunci da dokokinsa ba. A matakin ilimi mai zurfi kuwa, ana nazarin waɗannan ilimomin al'adu kamar sauran ilimomi, muddin ba za su kai ga karkata daga manufar ilimin da aka ayyana ba.

A distinction should be drawn between the empirical sciences such as mathematics, on the one hand, and the cultural sciences, on the other. The empirical sciences, and all that is related to them, are taught according to the need and are not restricted to any stage of education. As for the cultural sciences, they are taught at the primary and secondary levels according to a specific policy which 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 the education.

Mataki na 169,

Article 169,

Dole ne a koyar da al'adun Musulunci a dukkan matakan ilimi. A manyan makarantu, ya kamata a ware sassa (departments) don fannoni daban-daban na ilimin Musulunci, kamar yadda za a yi da likitanci, injiniyanci, ilmin kimiyyar lissafi (physics) da sauransu.

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.

Mataki na 170,

Article 170,

Fasaha da sana'o'i na iya kasancewa da alaƙa da ilimin kimiyya, kamar kasuwanci, kewayawa da noma. A irin waɗannan lokuta, ana karatunsu ba tare da takura ko sharuɗɗa ba. Wani lokaci kuma, duk da haka, fasaha da sana'o'i suna da alaƙa da al'ada kuma suna tasiri daga takamaiman ra'ayin rayuwa, kamar zane-zane da sassaƙa. Idan wannan ra'ayin rayuwa ya saɓa wa ra'ayin rayuwa na Musulunci, to ba a karɓar waɗannan fasaha da sana'o'i.

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

Mataki na 172,

Article 172,

Manhajin karatu na gwamnati guda ɗaya ne kawai, kuma ba a yarda a koyar da wani manhaj banda na gwamnati ba. Ana ba da izinin makarantu masu zaman kansu, muddin ba na baƙi ba ne, matuƙar sun karɓi manhajin gwamnati, sun kafa kansu bisa manufofin ilimi na gwamnati, kuma sun cimma manufar ilimi da gwamnati ta tsara. Koyarwa a irin waɗannan makarantu bai kamata a haɗa ta tsakanin maza da mata ba, ko ɗaliban ne ko malamai; kuma bai kamata su kasance ɗaya ne ga wani addini, mazhaba, kabila ko launi ba.

The state's curriculum is only one, and no curriculum other than that of the state is allowed to be taught. Private schools, provided they are not foreign, 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 the students or the teachers; and they should not be specific for certain deen, madhab, race or colour.

Mataki na 173,

Article 173,

Wajibi ne a kan Gwamnati ta koyar da kowane mutum, namiji ko mace, abubuwan da suke da muhimmanci ga tafiyar rayuwa ta yau da kullum. Wannan ya zama wajibi kuma a bayar da shi kyauta a matakin firamare da sakandare. Gwamnati ta yi iya kokarinta wajen samar da dama ga kowa don ci gaba da karatun jami'a ko kwaleji ba tare da biyan kudi ba.

It is an obligation upon the State to teach every individual, male or female, those things which 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.

Mataki na 174,

Article 174,

Ya kamata Gwamnati ta samar da hanyoyin bunkasa ilimi, kamar dakunan karatu da dakunan gwaje-gwaje, baya ga makarantu da jami'o'i, domin baiwa wadanda ke son ci gaba da bincikensu a fannoni daban-daban na ilimi damar yin hakan, kamar fiqhu, Hadisi da tafsirin Alkur'ani, tunani, magani, injiniyanci da sinadarai, kirkire-kirkire da gano abubuwa, da sauransu. Ana yin haka ne domin a samu mujtahidai masu yawa, da malaman kimiyya da masu kirkire-kirkire fitattu.

The State ought to provide the means of developing knowledge, such as libraries and laboratories, in addition to 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, medicine, engineering and chemistry, inventions and discoveries etc. This is done to create an abundance of mujtahideen, outstanding scientists and inventors.

Mataki na 175,

Article 175,

Cin zarafin rubutu don dalilai na ilimi, kamar haƙƙin mallaka (copyright), a kowane mataki, haramun ne a fili. Da zarar an buga littafi kuma an wallafa shi, babu wanda yake da haƙƙin tanadin haƙƙin bugawa da buga shi, har da marubucin kansa. Amma idan littafin bai kai ga bugawa da wallafawa ba, don haka yana ci gaba da zama ra'ayi, mai shi yana da haƙƙin karɓar biyan kuɗi don isar da waɗannan ra'ayoyin ga jama'a, kamar yadda zai iya karɓar biyan kuɗi don koyar da su.

The exploitation of writing for educational purposes, such as copyrighting, at whatever level is strictly forbidden. Once a book has been printed and published, nobody has the right to reserve the publishing and printing rights, including the author. However, if the book has not been printed and published, and thus is still an idea, the owner has the right to take payment for transferring these ideas to the public, the same way he can take payment for teaching them.