A parallel, comprehensive Islamic education system alongside the secular education system is an undeniable necessity in our country. Such a system should encompass every branch of knowledge, including science and business studies, enabling students to develop expertise in various fields of modern knowledge while also acquiring the necessary religious education and knowledge.

The question, however, is how best to realize this vision.

**A.** Can we transform the existing Alia madrasa education system into a comprehensive Islamic education system? How effective would such an initiative be?

Or would it be more effective to establish an entirely separate and comprehensive institutional framework under the name *Modern Islamic Schools and Colleges* to develop a fully fledged Islamic education system?

**B.** To transform the Alia madrasa education system into a comprehensive Islamic education system, to what extent do we possess the capacity to develop appropriate curricula, syllabuses, and textbooks consistent with the madrasa system; the necessary skilled personnel and qualified teachers; and the required infrastructure and facilities?

If we do possess these resources and capabilities, how adequate and conducive are they to establishing an effective system?

**C.** In attempting to transform the Alia madrasa education system into a comprehensive Islamic education system, would we not risk undermining its specialized character? Would its essential identity, distinctive features, and uniqueness remain intact?

**D.** Given the steadily increasing trend towards generalization within the Alia system, is there not a risk that existing madrasas will eventually turn into general education institutions resembling schools and colleges?

Historically, we have observed that most of the *New Scheme Madrasas* eventually underwent precisely this transformation and became schools and colleges.

**E.** The Fazil and Kamil levels of madrasas are already largely lacking in vitality, with a severe shortage of students attending classes even when examination candidates are available. As the degree of generalization increases, is there not a risk that these levels will become even more inactive and ineffective?

If this situation continues, some madrasas may eventually be compelled to discontinue their Fazil and Kamil programmes altogether.

**F.** Could the steadily increasing trend towards generalization within the Alia system pose a threat to the preservation of the madrasas’ religious heritage and environment?

**G.** Within a comprehensive Islamic education system, what arrangements could be made to produce learned and competent Islamic scholars—either through an alternative to the existing Alia system or within the framework of that system itself? And how effective could such arrangements be?