 Islamic studies as early childhood education in countries affected by conflict: The role of mosque schools in remote Afghan villagesDana Burde, Joel A. Middleton and Rachel Wahl International Journal of Educational Development, 2015, vol. 41, issue C, 70-79 Abstract: This paper examines the relationship between an early Islamic education and academic achievement in Afghanistan. Fears of political indoctrination have dominated discussions of Islamic schooling among many Westerners, making some policy-makers hesitant to support the kind of education to which most children in Afghanistan have access. In addition, misunderstandings of Islamic education as well as assumptions about the lack of educational benefits from pre-primary or primary Islamic schools have helped sideline them in policy discussions. But mosque schools may play an important role in preparing children for academic success. Children who attend mosque schools score better on tests of literacy than those who do not. This is particularly significant in countries like Afghanistan where many children do not have access to formal education. These findings suggest that mosque schools merit more careful attention. Keywords: Development; Literacy; Educational policy; Islamic education; Early childhood education; Education and armed conflict (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:41:y:2015:i:c:p:70-79 DOI: 10.1016/j.ijedudev.2014.10.005 Access Statistics for this article International Journal of Educational Development is currently edited by Stephen P Heyneman More articles in International Journal of Educational Development from Elsevier |
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