Supporting madrasah students to become future religious leaders and scholars

Response to parliamentary question on the International Baccalaureate Diploma Programme and support given to madrasah students as they journey towards being future religious leaders and scholars

Question

Dr Wan Rizal: To ask the Minister for Social and Family Development and Minister-in-charge for Muslim Affairs (a) whether there are plans to extend the International Baccalaureate Diploma Programmes to more madrasahs; and (b) what are the types of support given to madrasahs to better equip students with the necessary skills, knowledge, and values for their journey towards being future religious leaders and scholars.

Response

Mr Masagos Zulkifli, Minister-in-charge of Muslim Affairs & Minister for Social and Family Development:

1. To be our future religious leaders and scholars, our madrasah students need to explore religious and contemporary issues from a broader perspective, not limited to traditional Islamic training.
2. There are currently four madrasahs (namely Madrasah Aljunied, Madrasah Al-Ma’arif, Madrasah Alsagoff and Madrasah Wak Tanjong) that offer Pre-University Programmes. Students in these madrasahs mainly sit for their Aliyah (Islamic Studies) diploma and GCE A’ Levels. The International Baccalaureate Diploma Programme (IBDP) was introduced at Madrasah Aljunied in 2019, to provide a new option to its pre-university students in preparing them for their role in the religious sector. Muis will study the impact such students can make to the religious sector when they start working. A review to extend the IBDP to the other madrasahs can then be made.
3. Together with the support of Muis and various community partners, our madrasahs provide their students with resources and opportunities to acquire the necessary skills, knowledge and values to be future asatizah. For example:
   
   a. Muis works with the madrasahs to incorporate technology in their lessons, such as using digital books and online learning platforms for religious subjects. Students are also taught in an engaging manner through a mix of traditional and innovative teaching techniques. 
   
   b. Key partners, such as mosques, non-profit organisations, national agencies, and private companies provide attachments and internship opportunities to madrasah students. For example, one madrasah student, Aqilah Zahidah Zainal, who participated in the three-month long CapitaLand Young Architect Programme, was awarded the Young Architect Award by CapitaLand in 2017. 
   
   c. Community organisations and national schools collaborate with the madrasahs to organise local and overseas community service projects. These projects provide madrasah students with opportunities to interact with other students and members of the community, and promote a deeper understanding of our multi-cultural and multi-religious values. These programmes include collaborations between Madrasah Wak Tanjong and Dunman High School to organise the Community Mini Festival for members of the Muscular Dystrophy Association (MDAS), and between Madrasah Al-Arabiah and OnePeople.sg for a dialogue on building trust in the community. 
4. Muis welcomes more opportunities to work with the wider community, to equip our madrasah students with the necessary competencies and dispositions in building a Community of Success. As future asatizah, they will help shape the community’s Character, Competence and Citizenry. We must come together to invest in the development of our future generation. Our dedication and collective effort will help to nurture capable individuals who can contribute back not only to the Malay/Muslim community but also help to build a prosperous Singapore.