JAWI Plans To Expand KAFA Classes In National Schools Next Year - Mohd Na'im

KUALA LUMPUR, Nov 25 (Bernama) -- The Federal Territories Islamic Religious Department (JAWI) plans to increase the number of Quran and Fardu Ain (KAFA) classes at national schools next year, in collaboration with the Federal Territories Education Department (JPWP).

Minister in the Prime Minister’s Department (Religious Affairs) Datuk Dr Mohd Na’im Mokhtar said the expansion of KAFA in national schools is expected to help reduce dropout rates, as pupils can attend classes at the same school.

He added that from 2003 to 2025, a total of 44 KAFA classes have been set up in national schools – 16 in Putrajaya and 28 in Kuala Lumpur – while another 83 KAFA centres operate at mosques, surau, community halls and other premises in the Federal Territories.

“The Education Ministry and JPWP have no objection in principle to implementing KAFA in national schools, but factors such as the headmaster’s consent, the school’s readiness and the number of teachers that JAWI can supply must be taken into account.

“So far, KAFA in national schools has been implemented based on applications from the schools themselves,” he said during the question-and-answer session in Dewan Rakyat here today.

He was replying to Datuk Seri Dr Wan Azizah Wan Ismail (PH-Bandar Tun Razak), who asked about measures to tackle dropout issues among Muslim pupils attending KAFA in the Federal Territories.

Mohd Na’im said JAWI submits annual applications to the Department of Islamic Development Malaysia (JAKIM) for additional KAFA teaching posts to ensure adequate manpower.

“The government will continue to assess the need for Quran and Fardu Ain education in densely populated areas and expand KAFA in phases, while maintaining continuous monitoring of teaching quality,” he said.

On the causes of KAFA dropouts, Mohd Na’im cited limited accessibility, especially in areas without nearby religious schools, timetable clashes with extra classes or co-curricular activities at national schools, weak parental support due to overemphasis on academic subjects and socioeconomic pressures faced by low-income families.

He said the issue must be addressed holistically through better KAFA facilities and infrastructure, higher allocations for teachers and learning materials, closer cooperation between religious authorities and local communities, and greater parental awareness of the importance of strengthening children’s faith, worship and morals.

-- BERNAMA