Kifungu cha 165,

Article 165,

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

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.

Kifungu cha 166,

Article 166,

Lengo la elimu ni kuunda utu wa Kiislamu katika fikra na mwenendo. Kwa hiyo, masomo yote yaliyomo 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.

Ibara ya 167,

Article 167,

Lengo la elimu ni kuzalisha utu wa Kiislamu na kuwapa watu maarifa yanayohusiana na mambo ya maisha. Mbinu za kufundishia zimewekwa ili kufikia lengo hili; mbinu yoyote inayoelekeza kwenye jambo lisilokuwa hili inakatazwa.

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.

Kifungu cha 168,

Article 168,

Ni lazima kutofautisha kati ya sayansi za kimajaribio kama hisabati, kwa upande mmoja, na sayansi za kitamaduni, kwa upande mwingine. Sayansi za kimajaribio, pamoja na kila kinachohusiana nazo, hufundishwa kulingana na mahitaji na hazifungwi na hatua yoyote ya elimu. Kuhusu sayansi za kitamaduni, hufundishwa katika ngazi ya msingi na sekondari kwa mujibu wa 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 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.

Kifungu cha 169,

Article 169,

Utamaduni wa Kiislamu unapaswa kufundishwa katika ngazi zote za elimu. Katika elimu ya juu, idara zinapaswa kutengwa kwa 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.

Kifungu cha 170,

Article 170,

Sanaa na ufundi vinaweza kuhusiana na sayansi, kama vile biashara, urambazaji na kilimo. Katika hali kama hizo, vinasomwa bila vizuizi wala masharti. Wakati mwingine, hata hivyo, sanaa na ufundi huunganishwa na utamaduni na kuathiriwa na mtazamo fulani wa maisha, kama vile uchoraji na uchongaji. Ikiwa 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. 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.

Kifungu cha 172,

Article 172,

Mtaala wa serikali ni mmoja tu, na hairuhusiwi kufundishwa mtaala wowote isipokuwa ule wa serikali. Shule binafsi zinaruhusiwa, mradi si za kigeni, ikiwa zinafuata mtaala wa serikali, zinajiimarisha juu ya sera ya elimu ya Serikali, na zinatimiza lengo la elimu lililowekwa na Serikali. Ufundishaji katika shule kama hizo haupaswi kuchanganywa kati ya wanaume na wanawake, iwe wanafunzi au walimu; na shule hizo hazipaswi kuwa maalum kwa dini fulani, madhehebu fulani, kabila fulani au rangi fulani.

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.

Kifungu 173,

Article 173,

Ni wajibu kwa Serikali kumfundisha kila mtu, mwanamume au mwanamke, mambo yale yanayohitajika kwa maisha ya kawaida. Hili linapaswa kuwa la lazima na kutolewa bure katika ngazi za elimu ya msingi na sekondari. Serikali, kwa kadiri ya uwezo wake, inapaswa kutoa fursa kwa kila mtu kuendelea na elimu ya juu bila malipo.

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.

Kifungu cha 174,

Article 174,

Serikali inapaswa kutoa njia za kuendeleza elimu, kama vile maktaba na maabara, pamoja na 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 na ugunduzi n.k. Hii inafanywa ili kuzalisha wingi wa mujtahidina, wanasayansi bora na wavumbuzi.

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.

Kifungu cha 175,

Article 175,

Matumizi ya maandishi kwa madhumuni ya elimu, kama vile kuweka hakimiliki, kwa kiwango chochote, ni marufuku kabisa. Mara kitabu kinapochapishwa na kusambazwa, hakuna mtu yeyote, ikiwa ni pamoja na mwandishi, mwenye haki ya kuhifadhi haki za kuchapisha na kusambaza. Hata hivyo, ikiwa kitabu hakijachapishwa na kusambazwa, na hivyo bado ni wazo, mmiliki ana haki ya kupokea malipo kwa ajili ya kuwasilisha mawazo hayo kwa umma, kama vile anavyoweza kupokea malipo kwa ajili ya kuyafundisha.

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.