Shehe Ponda: Ikiwa Serikali inashindwa kutimiza Baadhi ya majukumu yake kwa Ufasaha ndivyo Itaweza Kufundisha Watoto Wetu Dini ya Kiislamu?

[bagamoyo]

MUHTASARI WA SOMO LA ELIMU YA DINI YA KIISLAMU
ELIMU YA SEKONDARI KIDATO CHA 1 - IV 2023

Utangulizi
Somo la Elimu ya Dini ya Kiislamu ni moja ya masomo chaguzi katika Elimu ya Sekondari Kidato cha I – IV kwa wanafunzi walioko katika Mkondo wa Elimu ya Jumla.

Somo hili linalenga kumjengea mwanafunzi maarifa, stadi na mwelekeo ikiwemo kutumia Aya na Hadithi za Mtume Muhammad (S.A.W) zilizoteuliwa kumwezesha kukabiliana na mazingira yanayomzunguka
katika maisha ya kila siku.

Aidha, ujifunzaji wa somo la Elimu ya Dini ya Kiislamu utakuza uwezo wa mwanafunzi kufahamu aina za Tawhid, ibada za Faradhi na Sunnah, matendo mema na kufanya kazi za kiuchumi na kutumia mali kwa usahihi, kuiga matendo ya Mtume Muhammad (S.A.W) na Maswahaba zake waongofu katika maisha ya kila siku.

Aidha, mwanafunzi atakuwa na uwezo wa kumuabudu Mola wake kwa usahihi pamoja na kuitumikia jamii katika nyanja mbalimbali.

Mwanafunzi pia atakuwa mahiri wa kujitolea, kushirikiana, kuwa mzalendo, kudumisha umoja na kuipenda nchi yake kwa kuzingatia misingi ya Uislamu na kulinda amani ya eneo lake na nchi kwa ujumla.

Aidha, Muhtasari umeandaliwa ili kuongoza ufundishaji na ujifunzaji wa somo la Elimu ya Dini ya Kiislamu Elimu ya Sekondari Kidato cha I - IV katika Jamuhuri ya Muungano wa Tanzania. Muhtasari huu unatafsiri umahiri uliobainishwa kwenye Mtaala wa Elimu ya Sekondari Kidato cha I - IV wa Mwaka 2023. Muhtasari unatoa maelekezo ya kuwawezesha walimu kuandaa mchakato wa ufundishaji na ujifunzaji kwa ufanisi.

Vilevile, muhtasari unatoa nafasi kwa Mwalimu kutumia mbinu mbalimbali za ufundishaji na ujifunzaji wa somo la Elimu ya Dini ya Kiislamu zitakazokuza stadi za karne ya 21 zikiwemo ubunifu, mawasiliano, ushirikiano.

2.0 Malengo Makuu ya Elimu Tanzania
Malengo makuu ya elimu nchini Tanzania ni kumwezesha kila Mtanzania:

(a) Kukuza na kuboresha haiba yake ili aweze kujithamini na kujiamini;

(b) Kuheshimu utamaduni, mila na desturi za Kitanzania, tofauti za kitamaduni, utu, haki za binadamu, mitazamo na matendo jumuishi;

(c) mtazamo chanya katika maendeleo yake binafsi na maendeleo endelevu ya taifa na dunia kwa ujumla;

(d) Kuelewa na kulinda tunu za taifa ikiwa ni pamoja na utu, uzalendo, uadilifu, umoja, uwazi, uaminifu, uwajibikaji na
lugha ya Taifa;

(e) Kujenga stadi za maisha na stadi za kazi ili kuongeza ufanisi katika maisha ya kila siku;

(f) Kukuza tabia ya kupenda na kuheshimu kazi ili kuongeza tija na ufanisi katika uzalishaji na utoaji wa huduma;

(g) Kutambua na kuzingatia masuala mtambuka ambayo ni pamoja na afya na ustawi wa watu (jamii), usawa wa kijinsia,
usimamizi na utunzaji endelevu wa mazingira; na

(h) Kukuza ushirikiano wa kitaifa na kimataifa, amani na haki kwa kuzingatia katiba ya nchi na mikataba ya kimataifa.

3.0 Malengo ya Elimu ya Sekondari Kidato cha I – IV - Elimu ya Jumla Malengo ya Elimu ya Sekondari Kidato cha I – IV Elimu ya Jumla ni:

(a) Kuimarisha, kupanua na kuendeleza uelewa wa kina wa maarifa, stadi na mwelekeo alioupata katika hatua ya Elimu
ya Msingi;

(b) Kulinda mila na desturi, umoja wa kitaifa, tunu za taifa, demokrasia, kuthamini haki za binadamu na za kiraia, wajibu
na majukumu yanayoendana na haki hizo;

(c) Kukuza tabia ya kujiamini na uwezo wa kujifunza kwenye nyanja mbalimbali zikiwemo sayansi na teknolojia,
maarifa ya kinadharia, na kiufundi;

(d) Kuimarisha mawasiliano kwa kutumia stadi za lugha ikiwemo Lugha ya Alama ya Tanzania (LAT), lugha mguso, lugha ya Kiswahili, Kiingereza na angalau lugha moja nyingine ya kigeni;

(e) Kuimarisha uwajibikaji katika masuala mtambuka ya kijamii yakiwemo afya, usalama, usawa wa kijinsia na utunzaji
endelevu wa mazingira;

Soma zaidi Somo la Elimu ya Dini ya Kiislamu

Source : tovuti ya tie.go.tz -Taasisi ya Elimu Tanzania

 

[The only]

Uislam una faida gani ktk dunia ya leo? Quran imeandikwa na mwarabu kwa kiarabu halafu wewe mdengereko unafuga na ndevu kukifanya mwarabu!! Ujinga mtupu.

Hujaandika kiungwana

 

[Benjamini Netanyahu]

Serikali ilibugi kurasimisha tahasusi za dini bila kujua walimu watatoka wapi?
Kwa vigezo vya ajira serikalini, hakuna sheikh atakidhi hivyo vigezo bali mapadri waliosemea uislam ndo wataajiriwa kufundisha uislam mashuleni.

Hatari sn

 

[Covax]

Uislam una faida gani ktk dunia ya leo? Quran imeandikwa na mwarabu kwa kiarabu halafu wewe mdengereko unafuga na ndevu kukifanya mwarabu!! Ujinga mtupu.

Acha marubano ya dini, kama huna la kuandika kaa kimya tu.

 

[Benjamini Netanyahu]

Huyu naye hajawai kutetea nchi yeye huwa anatetea uislamu pekee

 

[Msanii]

S

10 August 2023
WAISLAM WAIKAANGA SERIKALI MTAALA ELIMU YA DINI "KUHUSU BANDARI WAMETUITA KWANINI SIO HILI".



Viongozi wa Jumuiya na Taasisi za Kiislamu Tanzania viongozi wake Sheikh Ponda, Sheikh Kundecha, Sheila Suleiman Daudi, Sheikh Abdallah Mrisho na Sheikh Hassan Abbas wametoa taarifa kwa umma juu ya mstuko wao mpango wa serikali kujichukulia jukumu la kuisimamia dini na kuifundisha dini baada ya kutoa mtaala wake kuanzia angazi ya kindergarten hadi vyuo vya ualimu.

Habari kwa kina:

Aziza Nangwa, JamhuriMedia, Dar

Taasisi na jumuiya za kiislamu Tanzania, haikubaliani na hatua ya Serikali kusimamia dini ya kiislamu na kuifundisha

Akizungumza na waandishi wa habari leo Agosti 10, 2023, Amiri Jumuiya na Taasisi za Kislamu Tanzania Alhajj Sheikh Musa Kundecha, amesema wamepokea kwa masikitiko makubwa kwamba,Serikali sasa imekwishaandaa silabasi za masomo ya dini na kuondoa mambo yote ya imani ya dini inayohusiana na dini hizo.

Amesema kwamba katika kikao chao cha Julai 23/7/2023 kilichofanyika Masjid EFA viongozi wa jumuiya na taasisi za kislaam walipokea kwa mstuko mkubwa taarifa kwamba Serikali sasa inasimamia dini na kufundisha.


“Mstuko huu unakuja katika ukweli kwamba kwa mujibu wa katiba ya nchi yetu, serikali haina dini na kuwa mambo ya dini yapo nje ya utendaji wa Serikali na kila dini itasimamia mafunzo ya dini yake na kwa kuzingatia kwamba dini na masomo yake yalipangwa kwa pamoja baina ya taasisi za dini na Serikali kupitia vitengo vyake vya elimu na kuandaa silabasi na vitabu vya kufundishia” amesema Sheikh Kundecha.

Sheikh Kundecha amesema kwa mujibu wa historia ya masomo ya dini na kufundishwa kwake,ilikwishatokea Serikali kuingilia masomo ya dini na wasilamu kupinga kuingiliwa huko hatimaye kukubalika masomo ya dini yataandaliwa kwa pamoja baina ya wananchi na Serikali na kupatikana silabasi na vitabu kuanzia ngaizi ya wali hadi vyuo vya ualimu.

”Sasa jambo hili linatulazimisha kuamini kuwa serikali inakuja na mfumo wa dini mpya, ikizingatiwa kwamba dini yetu ya kiislamu na serikali ipo tofauti kubwa za misingi”amesema Shekhe Kundecha.

Ametoa mfano kwenye Serikali kuna pombe zote ni halali, wakati katika uislamu pombe zote ni haramu.

Shekhe Kundecha amesema kutokana na uzito wa jambo hilo,walilazimika kumuandikia Waziri wa Elimu, Sayansi na Teknolojia, Profesa Adolf Mkenda, kumuomba kukutana ili kulingalia jambo hilo kwa mustakabali wa taifa letu barua ambayo ilifika ofisini kwake Julai 25,2023 lakini mpaka sasa hawajaitwa wala kujibu barua hiyo.

“Serikali yenyewe haina dini na sasa imeandaa, mafundisho ya dini ya kiislamu na kuondoa mambo yote ya kiimani dini ya uislamu bila imani hakuna dini sasa sisi tunaomba waziri akutane nasi ili kujenga mustakabali mwema wa nchi yetu,” amesema

Sheikh Ponda ana hoja muhimu.

Serikali inavunja katiba kwa kusimamia mtaala wa dini kwenye elimu.

Jukumu hilo waachiwe taasisi za dini waandae mitaala ya masomo hayo

 

[25000q]

Uislam una faida gani ktk dunia ya leo? Quran imeandikwa na mwarabu kwa kiarabu halafu wewe mdengereko unafuga na ndevu kukifanya mwarabu!! Ujinga mtupu.

Kuchukia ndevu na dani ya uisilamu bila sababu ya msingi hali ya kuwa dini hiyo haikuzuu kumuabdu mungu wako yesu na sanamu la bikira maria na kudhani ndevu ziko kwa ajili wa waarabu tu huo ni zaidi ya upumbavu

 

[25000q]

Shehe Ponda amesema kamwe Waislamu hawatakubali Watoto Wao wafundishwe Somo la Dini ya Kiislamu kwa mtaala wa Serikali na walimu wa Serikali

Shehe Ponda ameitaka Serikali kuwaheshimu Waislamu na wakumbuke Serikali haina Dini

Ponda amesema iwapo Serikali hadi sasa imeshindwa kutimiza Baadhi ya majukumu yake kwa ufanisi ndivyo Itaweza Kufundisha Watoto Wao Dini ya Kiislamu?

Mlale Unono [emoji2]

[emoji3581][emoji3581][emoji3581][emoji3581][emoji3581]

 

[pye Chang shen]

Kuchukia ndevu na dani ya uisilamu bila sababu ya msingi hali ya kuwa dini hiyo haikuzuu kumuabdu mungu wako yesu na sanamu la bikira maria na kudhani ndevu ziko kwa ajili wa waarabu tu huo ni zaidi ya upumbavu

Waume humea ndevu, wake humea matiti 😂😂😂😂😂🤣🤣🤣🤣🤣🤣

 

[uwe hodari]

Ponda hana tofauti na gaidi acha serkali iendelee kumchekea

 

[Emen]

Serikali si haina dini au imekuaje tena

 

[Ntemii]

Serikali lazima i control kila kitu hapa nchini kwaajili ya ustawi na usalama wa nchi.

Ila inatia shaka serikali isiyo na dini kulipa mishahara walimu wafundishe masomo ya dini.

Nadhani hili suala litazamwe upya.

 

[Abuu yaseer]

Serikali ilibugi kurasimisha tahasusi za dini bila kujua walimu watatoka wapi?
Kwa vigezo vya ajira serikalini, hakuna sheikh atakidhi hivyo vigezo bali mapadri waliosemea uislam ndo wataajiriwa kufundisha uislam mashuleni.

Somo la dini lina wafundishaji wengi sana, mfano kuna kundi kubwa tu lililosoma chuo kikuu cha waislamu morogoro (MUM) ambao ni walimu huku pia wamesoma na islamic,

Mfano mtu anachukua degree ya ualimu kwenye HISTORY NA GEOGRAPHY lakini islamic ni somo la lazima, na kila aliyesoma MUM pia anasoma somo la dini (sio la ku opt)

na pia kuna comb zingine pale MUM kama bachelor of arts in islamic studies.

Yaani mwalimu anachukua labda Kiswahili na islamic studies,

Hii pia kwa advance mwaka huu ni kama nimeon pia kuna comb mpya yenye bible knowledge na zingine zenye islamic

Binafsi kama wangeamua kuwatumia hawa walimu sidhani kama uhaba wa walimu utakosekana nchini

 

[bagamoyo]

Canada

How Public Schools Teach About Religion​

Religion should be a key element of Canadian education.

Executive Summary​

This paper represents an initial exploration of the way in which religion and belief are addressed in primary- and secondary-school curricula in four Canadian provinces: British Columbia, Manitoba, Ontario, and Nova Scotia.

These provinces represent a diversity of size, geography, and religious and ethnic makeup and are indicative of the growing pluralism of twenty-first-century Canada. In undertaking this study, we were particularly concerned to find out how Canadian students in public schools are informed about religion, religious beliefs, and practices—key components of this deepening pluralism. Are students in public schools receiving the necessary formation that will support their participation in a society that is becoming increasingly diverse in religious expression? Instructing the next generations not in a religion but about religion should be a key element of Canadian education.

The public schools in these four provinces take varied approaches to engaging religious topics. We find Ontario to be the stand-out example of a more expansive engagement with religion, both in terms of exploring the various religious traditions’ history as well as how they are lived out in the lives of Canadians today. The curricula of the other three provinces tend to present religion primarily from a distanced, historical, or sociological perspective. In some instances, we find that these curricula present some religions or spiritualities in consistently favourable or unfavourable ways, despite the officially secular, non-sectarian nature of public education. Other religions appear absent from the curricula, despite the particular province, and Canada as a whole, having significant communities that represent these faiths. We argue that these deficiencies do not serve Canadian pluralism well.
The paper concludes with recommendations for provincial ministries of education, teachers, faith leaders, and faculties of education at Canadian universities. We urge the provincial ministries of education to undertake their own formal research in order to review and revise the curricula where necessary

One of the principal goals of education is to equip each new generation with the skills needed to engage the world, especially the public life of the country they live in. Canada is a pluralistic society, shaped by a myriad of ethnicities, regional cultures, histories, and faith communities. Legal scholars Rosalie Jukier and José Woehrling describe Canada as “a bilingual, multicultural federation operating within a pluralistic society.”1 In 2011, 20.9 percent of Canada’s population was foreign-born, significantly higher than both the United States, at 13 percent, and the United Kingdom, at 11.7 percent. This level is expected to increase to between 24.5 and 30 percent by 2036. The countries of origin of new Canadians is also shifting. Within fifteen years, approximately 57 percent of immigrants will come from Asia, principally China, India, and the Philippines, and 15 to 18 percent from Europe—a reversal of immigrant origins in the space of fifty years.2 Canadians’ ability to navigate and thrive within this pluralism requires attitudes of openness and respect. This posture does not come naturally; it is a process that is fostered through education.

An important component of Canadian pluralism is religion, and the religious face of Canada has grown increasingly diverse over the past quarter century. The older, more established faith communities in Canada have either remained stable or grown slightly in the cases of the Catholic and Jewish communities, or declined in the case of the mainline Protestant denominations. Other Protestant groups have experienced positive growth. In the midst of these experiences of both growth and decline, Christians, at least nominally, still remain collectively the largest faith group in the country. Yet the landscape of religion in Canada is steadily changing. Between 1991 and 2011, the Canadian Muslim population more than quadrupled, the Sikh and Hindu population both more than tripled, and the Buddhist population more than doubled. Indeed, the Muslim population in 2011 (1,053,945 adherents) was marginally larger than the combined population of Lutherans, Presbyterians, and Reformed Protestants (1,053,400 adherents combined).3 Given population projections that take into account the continuing growth in immigration from Asia, Statistics Canada forecasts that in fifteen years Catholics will remain the largest religious group, with between 29 and 33 percent of the population, but that the non-Christian population, dominated by Muslims, Sikhs, and Hindus, will constitute between 13 and 16 percent of Canada’s population by 2036 (compared with 9 percent in 2011).4

Religious faith shapes how we see the world and our community; it influences our political, social, and economic behaviour; and it guides how we relate to one another.

Methodology:

The degree to which students encounter and engage a diversity of ideas, cultures, and beliefs will help to determine how able they are to participate in and contribute to our common life in Canada. What are Canadian children learning about religion in our public schools and about their fellow students who manifest the richness of Canadian religious pluralism through their beliefs and practices?

To answer this question, we analyzed primary and secondary curricula of the public school systems in British Columbia, Manitoba, Ontario, and Nova Scotia. We selected these four provinces because they vary in population size, region, and degree of religious diversity. In the 2019–2020 academic year, these four provinces together had 2.94 million students enrolled in primary and secondary education, representing 59 percent of the total national enrollment of 4.92 million.9

We reviewed curricula from a variety of subjects, at both primary and secondary levels, in which one would expect to find references to religion. This included courses in social studies, history, geography, health and physical education, languages, law, science, and world issues. Keyword searches yielded data on the frequency and extent to which certain topics were addressed in the curricula.

The keywords were grouped into three categories. The first category included high-level terms such as “religion,” “belief,” “faith,” and “spirituality.” The second category included keywords related to specific religious traditions such as “Christian(-ity),” “Judaism (Jewish),” “Islam (-ic, Muslim),” “Indigenous (Indigenous Spirituality, First Nations, Métis, Inuit),” “secular(-ism),” “atheist (Atheism),” and other (such as “Hinduism,” “Jainism,” “Buddhism,” “Latter-Day Saints”). The final category included key words linked to legal protections such as “freedom of religion,” “freedom of conscience,” and “Charter of Rights and Freedoms.” If a curricular document contained any of these terms, we recorded the document name and examined how the term was used, and we created a database of selected passages from these documents. In many cases, the same word or phrase appeared multiple times, often reflecting a general curricular goal being reaffirmed in each instance. For this reason, the number of times that a keyword appeared was not recorded, as it would not necessarily reflect unique or new curricular content. Instead, we examined the treatment of religion in these curricula from a qualitative rather than quantitative perspective.10

Our intent for this paper is not to employ a formal research protocol but to reflect on this material through a religious-freedom lens.

It is also important to note that it was beyond the scope of this study to assess how these curricula are interpreted and applied at the individual board, school, or classroom level. In many cases teachers are presented with a variety of topics through which they can explore a particular curricular goal. Subsequent research could shed light on how curricula are applied.

Speaking of Religion:

Religion is presented in these curricula primarily as a social phenomenon, to be approached by the detached observer. This approach has been informed by such thinkers as Émile Durkheim, Karl Marx, and Michel Foucault, who have shaped the discipline known as religious studies or comparative religion.

Religious studies takes its bearings from anthropology and sociology, rather than from philosophy or theology. Durkheim, for example, viewed religion as a social reality that influences a community. In his seminal work on the philosophy of religion, The Elementary Forms of Religious Life, God or whatever is society’s sacred object “is nothing but the collective forces of the group transfigured.

From this detached perspective, students do not come into contact with the truth claims of the various religions. If studied from a more philosophical or humanistic angle, however, the study of religion can become a means of developing students’ abilities to make their own informed judgments about these truth claims and about the fundamental questions of human life that religions address: Who am I? Is there a God? Does my life have a meaning? Our review suggests that young Canadians in these provinces have only rare opportunities in these curricula to consider religion as something bound up with the transcendent, the pursuit of truth, and integral to human life.

Studying religion in this way would greatly assist these young people in understanding how they and their classmates, and the wider society they will enter as adults, draw on religious faith to understand the world, their own place in the world, and their answers (even if provisional) about the ultimate purpose and meaning of their lives. It would be strange to teach philosophy in our schools from an informational perspective only, without also including the rich learning that can result from examining and discussing together the questions that the particular philosophy under consideration evokes. Religion can be approached in the same manner. Public-school teachers are skilled professionals who can encourage learning and discussion in an open and respectful environment where each student’s thoughts and questions can be shared and considered.

Let’s examine more closely how the social-science approach to religion manifests in the curricula. In BC, students in grade 7 Social Studies engage the “origins, core beliefs, narratives, practices, and influences of religions, including at least one indigenous to the Americas.”23 In 20th Century World History, students in grade 12 explore religious conflicts as a topic within the course.

Source : Cardus.ca/r

 

[mandawa]

10 August 2023
WAISLAM WAIKAANGA SERIKALI MTAALA ELIMU YA DINI "KUHUSU BANDARI WAMETUITA KWANINI SIO HILI".



Viongozi wa Jumuiya na Taasisi za Kiislamu Tanzania viongozi wake Sheikh Ponda, Sheikh Kundecha, Sheila Suleiman Daudi, Sheikh Abdallah Mrisho na Sheikh Hassan Abbas wametoa taarifa kwa umma juu ya mstuko wao mpango wa serikali kujichukulia jukumu la kuisimamia dini na kuifundisha dini baada ya kutoa mtaala wake kuanzia angazi ya kindergarten hadi vyuo vya ualimu.

Habari kwa kina:

Aziza Nangwa, JamhuriMedia, Dar

Taasisi na jumuiya za kiislamu Tanzania, haikubaliani na hatua ya Serikali kusimamia dini ya kiislamu na kuifundisha

Akizungumza na waandishi wa habari leo Agosti 10, 2023, Amiri Jumuiya na Taasisi za Kislamu Tanzania Alhajj Sheikh Musa Kundecha, amesema wamepokea kwa masikitiko makubwa kwamba,Serikali sasa imekwishaandaa silabasi za masomo ya dini na kuondoa mambo yote ya imani ya dini inayohusiana na dini hizo.

Amesema kwamba katika kikao chao cha Julai 23/7/2023 kilichofanyika Masjid EFA viongozi wa jumuiya na taasisi za kislaam walipokea kwa mstuko mkubwa taarifa kwamba Serikali sasa inasimamia dini na kufundisha.


“Mstuko huu unakuja katika ukweli kwamba kwa mujibu wa katiba ya nchi yetu, serikali haina dini na kuwa mambo ya dini yapo nje ya utendaji wa Serikali na kila dini itasimamia mafunzo ya dini yake na kwa kuzingatia kwamba dini na masomo yake yalipangwa kwa pamoja baina ya taasisi za dini na Serikali kupitia vitengo vyake vya elimu na kuandaa silabasi na vitabu vya kufundishia” amesema Sheikh Kundecha.

Sheikh Kundecha amesema kwa mujibu wa historia ya masomo ya dini na kufundishwa kwake,ilikwishatokea Serikali kuingilia masomo ya dini na wasilamu kupinga kuingiliwa huko hatimaye kukubalika masomo ya dini yataandaliwa kwa pamoja baina ya wananchi na Serikali na kupatikana silabasi na vitabu kuanzia ngaizi ya wali hadi vyuo vya ualimu.

”Sasa jambo hili linatulazimisha kuamini kuwa serikali inakuja na mfumo wa dini mpya, ikizingatiwa kwamba dini yetu ya kiislamu na serikali ipo tofauti kubwa za misingi”amesema Shekhe Kundecha.

Ametoa mfano kwenye Serikali kuna pombe zote ni halali, wakati katika uislamu pombe zote ni haramu.

Shekhe Kundecha amesema kutokana na uzito wa jambo hilo,walilazimika kumuandikia Waziri wa Elimu, Sayansi na Teknolojia, Profesa Adolf Mkenda, kumuomba kukutana ili kulingalia jambo hilo kwa mustakabali wa taifa letu barua ambayo ilifika ofisini kwake Julai 25,2023 lakini mpaka sasa hawajaitwa wala kujibu barua hiyo.

“Serikali yenyewe haina dini na sasa imeandaa, mafundisho ya dini ya kiislamu na kuondoa mambo yote ya kiimani dini ya uislamu bila imani hakuna dini sasa sisi tunaomba waziri akutane nasi ili kujenga mustakabali mwema wa nchi yetu,” amesema

Kujipendekeza kumewarudi, yaani wizara imekuwa mwandishi wa Elimu ya dini ya Kiislamu na kuacha ukristu, nafikiri alitaka kumfanyaje bi mkubwa kuwasifia kwamba wamependelea upande wake, sasa wenye dini yao hao wamewarudi... 😁 😁 Ndio waje waseme aliewapa mamlaka ya kuundaa mtaala hiyo nani?

Hakika bwana huwapigania watu wake kwa namna ya ajabu.... .. Haya sasa mumkabili shekhe Ponda😁😁😁

 

[Proved]

Serikali ilibugi kurasimisha tahasusi za dini bila kujua walimu watatoka wapi?
Kwa vigezo vya ajira serikalini, hakuna sheikh atakidhi hivyo vigezo bali mapadri waliosemea uislam ndo wataajiriwa kufundisha uislam mashuleni.

Acha uongo bhana....

 

[Dallas green]

Mim si muislamu lakini hawa viongoz wa dini wameelezea uhalisia kabisa, kama serikali inataka ifundishe uislam bas ijitambulishe wazi kua serikari ina dini ambayo ni uislam, huez sema unafundisha tuu cjui vitu gan na kuviita uislam, iyo sio sawa . Viongoz wa serikali wafike mahali maamuzi yao yawe ya kutumia akili kwa kutuunganisha watanzania na sio kujipendekeza kwa rais aliyepo madarakani. Hili swala kwa miaka ijayi litakuja leta mgogoro wa kudini maana atakuja rais mkristo viongoz wa siasa kwa kujipendekeza watataka ukristo ufundishwe shuleni apo ndipo migogoro ya kidini itaanza. Mim nawasih tu viongoz wa siasa Muogopeni Mungu msifanye msiweke tamaa zenu za tuvyeo mbele mkaacha maslahi ya taifa maana sisi binadamu tunakufa kuna siku ya kuyajibia mfanyayo.