Muslim Clerics Advocate for Madrassa and Sunday School Teacher Remuneration
“Religious education has been the backbone of moral and ethical upbringing in many communities.
Muslim clerics have called on the national government to consider remunerating madrassa and Sunday school teachers as part of a broader initiative to formalize religious-based education in the country.
Speaking during a meeting in Eldoret, the clerics emphasized the importance of recognizing religious education as a critical component of the national education framework.
The clerics argued that formalizing the roles of religious teachers and integrating madrassas into the education system would serve multiple purposes. Firstly, it would ease the burden of unemployment for trained teachers, many of whom struggle to find opportunities in the country’s already saturated job market. Secondly, it would enhance the sustainability and quality of education offered in madrassas and Sunday schools, which are vital for moral and spiritual development in many communities.
This appeal comes after Daadab Member of Parliament, Farah Maalim, recently urged the government to integrate Duksi and madrassa education into the formal curriculum, especially in nomadic regions. Maalim highlighted the unique challenges faced by pastoralist communities, including limited access to conventional schools. According to him, incorporating religious education into the broader education system would ensure these communities receive a balanced and accessible education while preserving their cultural and religious identities.
The clerics also proposed the creation of robust structures to support this transition. These structures would involve the registration of religious education centers with national or county governments and the establishment of clear policies for the recruitment, hiring, and remuneration of teachers in these institutions.
“Religious education has been the backbone of moral and ethical upbringing in many communities. By formalizing this sector, the government can create job opportunities for trained teachers and ensure learners receive quality education in all aspects—academic, moral, and spiritual,” one cleric said.
The clerics believe that such reforms could bridge gaps in Kenya’s education system by providing additional learning options that cater to diverse communities, particularly those in underserved or marginalized areas.
Education stakeholders have welcomed the conversation, acknowledging the potential for religious education to complement formal education. However, they stress the need for thorough consultations and careful policy development to ensure the integration does not compromise the secular nature of Kenya’s education system.
As the country continues to address unemployment among teachers and expand access to education for all learners, the clerics’ appeal highlights the growing need for innovative and inclusive solutions that address the unique needs of Kenya’s diverse population.
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