Kuala lumpur: The Federal Territories Islamic Religious Department (JAWI) has announced plans to expand the number of Quran and Fardu Ain (KAFA) classes at national schools next year, in a collaborative effort with the Federal Territories Education Department (JPWP). Minister in the Prime Minister's Department (Religious Affairs) Datuk Dr Mohd Na'im Mokhtar stated that this expansion aims to reduce dropout rates by allowing pupils to attend classes at their current schools.
According to BERNAMA News Agency, Mohd Na'im highlighted that from 2003 to 2025, 44 KAFA classes have been established in national schools-16 in Putrajaya and 28 in Kuala Lumpur-alongside 83 KAFA centers in mosques, suraus, community halls, and other locations in the Federal Territories. He noted that while the Education Ministry and JPWP support the implementation of KAFA in national schools, considerations such as the headmaster's consent, the school's readiness, and the availability of JAWI teachers are crucial.
KAFA classes in national schools have been facilitated based on applications from the schools themselves, Mohd Na'im explained during a question-and-answer session in Dewan Rakyat. He was responding to Datuk Seri Dr Wan Azizah Wan Ismail (PH-Bandar Tun Razak), who inquired about strategies to address dropout issues among Muslim pupils attending KAFA in the Federal Territories.
To ensure sufficient manpower, Mohd Na'im mentioned that JAWI submits yearly applications to the Department of Islamic Development Malaysia (JAKIM) for additional KAFA teaching posts. The government plans to continually assess the demand for Quran and Fardu Ain education in densely populated areas and expand KAFA gradually while monitoring teaching quality.
Mohd Na'im identified factors contributing to KAFA dropouts, including limited accessibility in areas lacking nearby religious schools, timetable conflicts with extracurricular activities at national schools, insufficient parental support due to a focus on academic subjects, and socioeconomic challenges faced by low-income families. He emphasized the need for a holistic approach to address these issues, which includes improving KAFA facilities and infrastructure, increasing funding for teachers and materials, enhancing collaboration between religious authorities and communities, and raising parental awareness of the importance of religious education.