Maktab class in the academic year 2023/2024 – evaluation, challenges and guidelines

Abstract

UDK: 37.014:28

In the initial part of this article, the author introduces basic information about the performance, the beginning and completion, application of the Teaching Plan and Programme and the textbooks (‘Ilmihal) used by the maktab class of the Islamic Community of Bosnia and Herzegovina in the academic year 2023/2024. Further, he presents information about the organisational units of the Islamic Community, meshihats, and umbrella organisations of the Islamic community of Bosniaks in the diaspora which initiated and carried out the process of modifications of the Teaching Plan and Programme of the maktab for their region, he then relates of bilingual textbooks used in respective countries. In the second part of the article, the author highlights the role of the individual bodies of the Islamic Community responsible for organisation, support, and supervision of the educational and upbringing process in maktab class. He also discusses both, quantitative and qualitative aspects of maktab class with regards to the number of attendants, volume of the teaching content, weakly and annual number of planned classes. In the central part of the article, the author elaborates on the significance of the role of makteb in supporting the family and parents in the process of upbringing children. He also points out the challenges facing the maktab class categorizing which are the same as general, specific, functional and administrative challenges. The article also offers some guidelines and suggestions for organisational and structural improvement of the maktab class in general and its promotion and support. In one part of the article, the author presents the model of the maktab centre and discusses its advantages, disadvantages and the challenges it faces. In the final part of the article, the author stresses the need to explore the possibilities for finding new sources of financial support for the maktab class and its promotion. Finally, he ends with an affirmative conclusion regarding the structural and organisational functioning of the maktab class.