Mfumo wa elimu katika Dola ya Khilafah unajumuisha jumla ya kanuni za Shari'ah na kanuni za kiutawala zinazohusiana na mtaala wa elimu. Kanuni za Shari'ah zinazohusu elimu zinatokana na 'aqeedah ya Kiislamu, na zina ushahidi wa Shari'ah, kama vile masomo yanayofundishwa na kutenganisha wanafunzi wa kiume na wa kike. Kwa upande wa kanuni za kiutawala zinazohusu elimu, hizi ni njia na mitindo inayoruhusiwa ambayo mtawala mwenye mamlaka anaona kuwa na manufaa katika kutekeleza mfumo huo na kufikia malengo yake. Ni mambo ya kidunia yanayoweza kuendelezwa na kubadilika kulingana na kile kinachoonekana kufaa zaidi kwa ajili ya kutekeleza kanuni za Shari'ah zinazohusu elimu na mahitaji ya msingi ya Ummah. Vilevile, yanaweza kuchukuliwa kutoka kwenye majaribio, utaalamu na tafiti zinazoruhusiwa za mataifa mengine.

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.

Mfumo huu wa kanuni za Shari'ah na kanuni za kiutawala unahitaji chombo mbadala chenye uwezo wa kufikia malengo ya msingi ya elimu katika Dola ya Khilafah, yaani kujenga utu wa Kiislamu. Chombo hiki kinasimamia, kupanga na kuhesabu hesabu za vipengele vyote vya elimu, kikihusika na kupanga mtaala, kuchagua walimu wenye sifa, kufuatilia maendeleo na ufanisi wa kujifunza kwa wanafunzi, na kuzipatia shule, taasisi na vyuo vikuu maabara na zana muhimu za kielimu zinazohitajika.

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.

Tunawasilisha sasa sehemu kubwa ya vifungu vya "Sera ya Elimu" kutoka "Utangulizi wa Katiba" (Muqaddimat Ad-Dustoor), ambayo ni rasimu ya katiba ya Dola ya Kiislamu.

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.

Itikadi ya Kiislamu ndiyo msingi ambao sera ya elimu imejengwa juu yake. Mtaala na mbinu za kufundisha zote zimebuniwa ili kuzuia kuondoka kutoka msingi huu.

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.

Lengo la elimu ni kuunda utu wa Kiislamu katika fikra na tabia. Kwa hiyo masomo yote katika mtaala lazima yachaguliwe kwa msingi huu.

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.

Lengo la elimu ni kuzalisha utu wa Kiislamu na kuwapa watu elimu na maarifa yanayohusiana na mambo ya maisha. Mbinu za kufundisha zimewekwa ili kufikia lengo hili; mbinu yoyote inayopelekea kwenye lengo lisilo hili inazuiwa.

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.

Katika elimu, ni lazima kutofautisha kati ya sayansi za kimajaribio kwa upande mmoja, na kila kinachohusiana nazo kama hisabati, na sayansi za kitamaduni kwa upande mwingine. Sayansi za kimajaribio, pamoja na kila kinachohusiana nazo, hufundishwa kulingana na mahitaji na hazizuiliwi kwa hatua yoyote ya elimu. Kuhusu sayansi za kitamaduni, hufundishwa katika ngazi ya msingi kabla ya ngazi ya sekondari kulingana na sera maalum isiyopingana na fikra na hukumu za Kiislamu. Katika elimu ya juu, sayansi hizi za kitamaduni husomwa kama sayansi nyingine, mradi tu hazisababishi kuondoka kwenye sera na lengo lililotajwa la elimu.

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.

Utamaduni wa Kiislamu lazima ufundishwe katika ngazi zote za elimu. Katika elimu ya juu, idara zipewe taaluma mbalimbali za Kiislamu, kama itakavyofanywa kwa tiba, uhandisi, fizikia n.k.

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.

Sanaa na ufundi vinaweza kuhusiana na sayansi, kama vile biashara, urambazaji na sanaa za kilimo. Katika hali kama hizo, husomwa bila vizuizi wala masharti. Wakati mwingine, hata hivyo, sanaa na ufundi huhusishwa na utamaduni pale vinapoathiriwa na mtazamo fulani wa maisha, kama vile upigaji picha au uchongaji. Iwapo mtazamo huu wa maisha unapingana na mtazamo wa maisha wa Kiislamu, sanaa na ufundi kama hivyo havichukuliwi.

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.

Mtaala wa Serikali ni mmoja. Hairuhusiwi kufundisha mtaala mwingine wowote isipokuwa wa Serikali. Shule binafsi zinaruhusiwa mradi zitafuata mtaala wa Serikali, zijiweke kwenye sera ya elimu ya Serikali, na kutimiza lengo la elimu lililowekwa na Serikali. Ufundishaji katika shule kama hizo haupaswi kuchanganya wanafunzi wa kiume na wa kike, wala walimu wa kiume na wa kike; na shule hizo hazipaswi kuwa maalum kwa dini, madhehebu, kabila au rangi fulani.

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.

Ni wajibu kwa Dola kuwafundisha kila mtu, mwanaume na mwanamke, yale mambo yanayohitajika kwa maisha ya kawaida. Jambo hili linapaswa kuwa la lazima na kutolewa bure katika ngazi ya msingi na sekondari. Dola inapaswa, kwa kadiri ya uwezo wake, kuwapa kila mtu fursa ya kuendelea na elimu ya juu bila malipo.

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.

Serikali hutoa maktaba na maabara pamoja na njia zote za elimu nje ya shule na vyuo vikuu, ili kuwawezesha wale wanaotaka kuendelea na utafiti wao katika nyanja mbalimbali za elimu, kama vile fiqh, Hadith na tafsiri ya Qur'an, fikra, tiba, uhandisi na kemia, uvumbuzi, ugunduzi, n.k. Hii inafanywa ili kuzalisha katika Ummah wingi wa mujtahidina, wanasayansi bora na wavumbuzi.

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.