The Islamic Party's approach to education policies sets out from the premise that knowledge is to be regarded as universal property and education as a universal human right. No individual should be denied access to an education which could widen his/her horizon or benefit in any other way the development of his/her personality. Whilst education ought to provide the necessary skills to cope with the demands of working life or other areas of social interaction, the educational alternatives open to individuals may not be limited to that narrow a purpose. Knowledge in our view ought, of course, be beneficial knowledge. A subject should be taught and studied primarily with a practical application, a personal enlightenment or the pleasure of a deeper understanding of processes in mind. Knowledge is infinite, and the idle pursuance of irrelevant investigations or experiments is not to be encouraged. Children ought to be given a sense of proportion and the responsibility of those who have been given the privilege of further studies by society at large towards the rest of society.

Good manners constitute the best gift a father or teacher can give to his children, and education may therefore not neglect the aspect of building a morally strong character which prevents the occurrence of social mal-behaviour which could seriously damage the prospects of a harmonious society. Amongst the most important ingredients of a good upbringing is a settled family environment. Mothers have to be relieved of the economic necessity to work which often leads them to neglect their children. They may of course work at their own independent choice if they feel that this is in the best interests of the family and arrangements can be made satisfactorily for their children - they ought however not feel compelled to take up work simply because the family income would not be sufficient if they stayed at home. Wages and benefits would have to be calculated such that a man's income is enough to keep his family.

Schools should work in close co-operation with parents and should accommodate their wishes and preferences. Children are not public property. With regard to religion, the state has no right to impose certain religious or ideological beliefs on children against their parents' wishes,. Whilst a norm of common attainment targets for all children of given ages is seen to be helpful, any national curriculum may not be allowed to develop into a straight jacket with no place for variations. The education system should be as open as possible to individual preferences both of parents and children. To involve families and make education more of a community affair, the state should encourage and support viable initiatives put forward by members of the community.

Teaching, one of the hardest but most rewarding professions, has been allowed to fall from the respected place it has in the regard of society to a low-class occupation. If we want our children to respect their teachers we have to start by doing so ourselves. We want our children to be in professional, dedicated hands, and we have to assist them and reward them adequately for the invaluable services. Teachers' pay has to be raised considerably to come in line with that of other people who shoulder heavy responsibilities and are in the constant service of society.

Education has to aim at fostering understanding between different people, nations, races. Educational activities which bring people together are to be encouraged, for example scouting events. The teaching of languages can build bridges and has numerous other benefits. Links should also be established on a regular basis with schools, teachers and pupils of other countries around the globe, not only European. Teaching contents have to take account of the fact that we are living in an interdependent world of peoples who are more closely connected with each other than ever before. No people can afford to ignore other peoples' experiences.

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