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Developing a Framework for a Qurʾānic-Based Lifelong Learning Module for the Elderly
Abstract
This study presents a comprehensive framework for a Qurʾānic-based lifelong learning module specifically tailored for the elderly. Grounded in Islamic principles, the module aims to enhance spiritual growth and knowledge retention among elderly participants by aligning educational content with the teachings of the Qurʾān and Ḥadīth. The research methodology integrates a qualitative approach, combined with an extensive literature review and a thematic analysis of interviews with participants involved in the Bustan ʿIlm module. The findings highlight key criteria for effective lifelong learning, which include the necessity to accommodate unique physical, cognitive, and emotional needs of elderly learners. The proposed framework is designed to foster an inclusive, spiritually enriched learning environment that respects and honour the elderly, promoting active participation in their continuous pursuit of knowledge.
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The paper underscores the profound impact of Islamic principles in promoting understanding, unity, and peaceful coexistence within societal constructs. Drawing from various facets of Islamic teachings deeply rooted in the Qur'an and the Prophet's guidance, the study advocates for compassion, justice, and inclusivity in societal construction. The convergence of these principles serves as a beacon for fostering coexistence and justice, offering pathways to construct harmonious societies. Following an extensive exploration of inter-group relations in the region, the study proposes a set of recommendations to address challenges and cultivate lasting harmony. These recommendations encompass initiatives such as education and awareness programs to bridge gaps, community-based conflict resolution mechanisms, advocacy for inclusive governance, support for interfaith dialogue and collaboration, civic engagement and empowerment, enhanced security measures, collaboration with NGOs and international bodies, media sensitization campaigns, incorporation of Islamic perspectives into education and outreach, and continual research for adaptive strategies and effectiveness monitoring. The implementation of these recommendations is envisioned to create an environment conducive to peaceful coexistence, understanding, and shared prosperity within Nigeria, particularly Taraba State.
Knowledge is something that is needed by humans to achieve happiness in the world and the hereafter. And there is no other way to acquire this knowledge except by studying and hunting for it. Besides that, the owner gets his position and priority in the eyes of Allah SWT so that the Prophet obliges his people to study and seek knowledge through his words. So the purpose of this study is to describe the Obligation to Study and Seek Knowledge from the Perspective of the Prophet's Hadith. The method used is qualitative with a literature study approach, while the sources of data collected come from primary and secondary data and then the contents are analyzed and finally concluded descriptively. The results of the study show that the Obligation to Study and Seek Knowledge from the Perspective of the Prophet's Hadith includes the Hadith of Bukhari No. 73 which contains the permissibility of hasad towards knowledgeable people, practicing and teaching others. Then Sunan Ibnu Majah Hadith No. 224 contains obligations for every Muslim wherever and whenever without any restrictions. And finally, Muttafaq A'laih (Bukhari Hadith No. 100 and Muslim Hadith No. 2673) contains a warning to the people of the Prophet Muhammad that knowledge will be withdrawn slowly from its owner, therefore every Muslim is required to study to minimize the appointment of leaders/imams from ignorant people uneducated.
The concept of lifelong learning has been retrieved from a gradual transition of lifelong education. UNESCO as an international organisation has a significant role and contribution in promoting lifelong learning around the world. This study is aiming to look over the historical change of the concept of “lifelong education” to “lifelong learning”, and UNESCO’s influence and position on the changes within the context of developed and developing countries. This is historical research, which will describe the historical moments regarding lifelong learning and UNESCO’s contribution. The study has found that the new form of global economy (neo-liberalism and capitalist approach) has created the need for individual’s employment, which has influenced the transitional change of the lifelong learning concept. It has also found that UNESCO’s influence and contribution are much more significant in developing or low income countries while it has less of an impact on developed countries.
Abstract
The ambitious United Nations Sustainable Development Goals (SDGs) have been criticized for being universal, broadly-framed, inconsistent and difficult to quantify, implement and monitor. We contribute by quantifying and prioritising the SDGs and their impact on sustainable development. We employ structural equation models (SEM) to investigate, which of the underlying pillars of SDGs (economic, social and environment) are the most effective in achieving sustainable development. Our results reveal that the developed countries, benefit most by focusing on social and environmental factors whereas the developing countries, benefit most by retaining their focus on the economic and the social factors.
Keywords:
Sustainable Development Goals, sustainable development incompatibility, structural equation modeling, factor analysis, UN data revolution.
This article, which draws on a review of primary and secondary literature, examines the role of a human rights-based approach to adult learning and education (ALE) in the context of the global Education 2030 agenda, which is aligned with the Sustainable Development Goals (SDGs) launched in 2015 by the United Nations. Whereas the Millennium Development Goals (MDGs) focused on primary education, the SDGs, through SDG 4 which is devoted to education, call on Member States to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The inclusion of lifelong learning has awakened hopes for a stronger role of ALE in global education agendas and policies. In principle, the ten targets of SDG 4 open up clear possibilities for ALE. However, the author cautions that there is cause for scepticism that ALE, in particular human rights-based ALE, will receive more attention under the SDGs than it did under the MDGs. The article is structured into three sections. The first section traces the emergence of a rights-based approach to adult education as an international paradigm, with particular attention given to the role of UNESCO. The second section discusses how the rights-based approach to adult education has been contested by other actors in the field of education for development. In the final section, the author draws on recent empirical data to reflect on the role of ALE in the age of the SDGs.
Elderly consider physical limitations as a concrete reason to neglect their other Islamic rituals. This situation occurs due to the lack of awareness to improve their current level of Islamic knowledge, particularly the knowledge of fard al-ayn. In fact, the inappropriate approach of elderly education has also inhibited the spirit of elderly to continue studying .Therefore, a model of an educational program Islamic for elderly based al-Quran on guidelines will be developed to create persistent awareness, knowledge and encouragement for this age group to relearn the teaching of Islam in leisure circumstances as well as according to their own physical and psychological capabilities. But for this writing the researchers focus on the need analysis of that particular model a high quality of Islamic educational model for elderly should be develop. The methodology used in this study was the interview method with five experts comprising those in the field of elderly education and Islamic Education. All experts came to a consensus that, a high-quality Islamic education model for elderly should be developed in order to produce a group of elders, who will spend the last moment of their lives in parallel with Islamic teachings.
Lifelong learning is the lifewide, voluntary and self-motivated pursuit of knowledge for not only personal but professional reasons as well. It does not only enhance social inclusion, active citizenship and individual development, but also increases competitiveness and employability. The importance of Lifelong Learning has been increasing for some important reasons. These are increasing of life expectancy, increasing the "old-age dependency" ratio, to desire for increasing the life quality, and trying to keep themselves in good physical and mental condition by humans. Due to these reasons, the importance of Lifelong Learning has been increasing.
Created in 1945 as a specialised agency of the United Nations (UN), the United Nations Educational, Scientific and Cultural Organization (UNESCO) was given, among other mandates, the task of reconstructing education systems devastated during the Second World War. UNESCO, in turn, and after some debate about an engagement in Germany, founded the UNESCO Institute for Education (UIE) in Hamburg in 1952. This paper traces the development of an institute which was founded to contribute to social renewal in war-torn Germany and Europe, functioned as a mediator between Western and Eastern countries during the Cold War and later shifted its geographical focus to developing countries. The institute was instrumental in conceptualising lifelong learning as a global educational paradigm, as well as in shaping the shift from education to learning and the concept of literacy as a “continuum”. The author is particularly interested in the nature of the institute’s niche which secured its survival in the uncertain domain of educational multilateralism in the past six decades.
This review article seeks to prepare the ground of lifelong leaning (LLL) realization, enabling one to understand its concept and plan processes in learning lifetime. It is made by a survey among scientific works on the topic. LLL comprises all phases of learning, from pre-school to post-retirement, and covers the whole spectrum of formal, non-formal and informal learning. It means that learning is a process occurs at all times in all places. It should be a process of continuous learning that directed towards not only providing the individual needs, also that of the relevant community.
Al-Quran has provided theoretical and practical guidance on the position of state institutions in Islam. One of the surahs that discusses the principles of statehood is Surah al-Naml. This surah, which contains 93 verses, tells the story of Prophet Sulayman ( PBUH ), a prophet and king who was blessed with wisdom and a great empire. Lately, there have been concerns over the erosion of values and integrity due to the spread of materialism, individualism, and hedonism. This has guided the idea of Madani Malaysia, which was introduced by the 10th Prime Minister of Malaysia, Anwar Ibrahim, in January 2023 to optimally apply core values to the people and leaders. Meanwhile, the story of Prophet Sulayman ( PBUH ) is a civilisation highlighted by the Quran in Surah al-Naml. However, is there a correlation between the core values of Madani Malaysia and the values contained in the story of Prophet Sulayman ( PBUH )? This question leads to this study, which tries to identify the correlation aspect between the two core values. Using a qualitative approach based on literature, content analysis was conducted on the official documents of Madani Malaysia and the scholars’ interpretation of the story of Prophet Sulayman ( PBUH ). The findings of the study show that the six core values of Madani Malaysia, namely sustainability, well-being, creativity, respect, confidence, and courtesy have a significant link with the lessons and values contained in the story of Prophet Sulayman ( PBUH ), whether in His Majesty’s own character, ants, hudhud, Queen Balqis, and the dignitaries, both conceptually and practically. Overall, the application of these core values can drive Malaysia towards a developed and highly civilised country.
p style="text-align: justify;">The purpose of this study is to determine whether or not teachers’ lifelong learning tendencies vary by gender, professional field, educational level of service, professional seniority, and frequency of reading a book, magazine, and newspaper. The study employs a descriptive research model. Its population consists of primary teachers and field teachers working in the central district of Kayseri province, located in the middle part of Turkey, in the 2015-2016 academic year. The study group consists of 380 teachers chosen from this population through stratified sampling. The data were collected through Personal Information Form and Lifelong Learning Tendency Scale developed by Diker-Coskun. The obtained data were analyzed via SPSS 20.00 at 0.05 significance level. The study revealed that the teachers working in the middle part of Turkey have low lifelong learning tendencies. Also, the study determined that the teachers’ lifelong learning tendencies significantly vary by gender, professional field, educational level of service, and frequency of reading a book, magazine, and newspaper, but professional seniority is not a factor that leads to a significant difference in lifelong learning tendency.</p
A good deal of recent scholarship on the Qur'ān has focused on the structure of the sūrahs, arguing that there is a coherence to be seen therein. That sense of coherence is found in different bases: contextual flow, theme and content, language and style, and structure. The question is asked as to why this has become such a dominant mode of analysis. Trends in biblical studies and general literary theory are considered as prompting this greater attentions to the aesthetics of texts. It is suggested that this approach to the Qur'ān then reflects contemporary ideas and that it is important not to view such approaches to coherence as "proving" the point: there are other possible approaches to reading the Qur'ān.
In the present paper, an attempt is made to achieve a novel way of Qur'anic interpretation, which can yield fruitful results in the light of the Qur'anic worldview as well as address related issues. The distinction between the concepts of interpretation (ta'wīl) and exegesis (tafsīr) are taken into account as interpretative activities. The notion of interpretation in this article at times refers to the acts of interpretation in general and other times to a particular kind, i.e. ta'wīl. In addition, it is shown that conceptual analyses are not sufficient to understand the Qur'anic worldview. Conceptual investigations should be regarded as preliminary studies. The underlying assumption of the paper is that one must go beyond theoretical key concepts and terms, investigate the subject matter in the verses and chapters in order to gain a more comprehensive understanding of the Qur'anic worldview for semantic analyses, and further develop a number of general or particular principles. To me, this process is not achievable without theoretical approaches, ideas and logical arguments. Furthermore, it is obvious that a reader is incapable of construing a work in the desired way due to textual meanings that are implicitly introduced. As such, the paper focuses on several points and offers various answers to problems faced in the interpretative context of the Qur'ān.
Lifelong learning is intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. In today's climate of continual change and innovation, lifelong learning is a critical educational goal. In order to prepare people for lifelong learning, educational opportunities must develop their capacity for self-direction, metacognitive awareness, and disposition toward lifelong learning. Several instructional features facilitate the development of metacognitive and self-directed learning skills, and the disposition to lifelong learning: (1) student autonomy, responsibility, and intentionality; (2) intrinsically motivating learning activities; (3) enculturation; (4) discourse and collaboration among learners; and (5) reflection. This article describes and presents examples of how three teaching methodologies—problem-based learning, intentional learning environments, and cognitive apprenticeship—employ these instructional features.
This paper investigates the role of the lifelong learning discourse in actual governmentality. Starting with a description of the origins of lifelong learning in the discussions about alternative education in the 1960s and 1970s, the current adoption of lifelong learning by the European Union is used to show its critical components. Along with the distinction between formal and informal learning it is demonstrated how lifelong learning attempts to change the field of learning from enclosed environments to a totality of learning events, while at the same time attempting to change the individuals into self-organizing learners. We show that lifelong learning has a crucial role within the strategies of subjectivation, since its mandate is to provide individuals with the necessary skill-sets. Finally the methodological prerequisites of the administration of Lifelong Learning are investigated, showing the corresponding developments in the European Union and their contribution to generating a European population.
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