在哈里发国家中，教育制度由与教育课程相关的全部伊斯兰教法规则和行政规范组成。与教育相关的伊斯兰教法规则源自伊斯兰的“aqeedah”（信仰），并有其经训依据，例如学习的科目以及男女生的分班。至于与教育相关的行政规范，则是统治者认为有益于实施该制度并实现其目标的允许的方法和方式。它们属于世俗事务，可以根据何者最适合于执行与教育相关的伊斯兰教法规则以及乌玛的基本需要而发展和变化。同样，也可以借鉴其他民族在许可范围内的经验、专业知识和研究成果。

The education system in the Khilafah State is composed of the totality of the Shari’ah rules and administrative canons related to the education curriculum. The Shari’ah rules related to education emanate from the Islamic ‘aqeedah and they have Shari’ah evidences, such as the subjects of study and separating between male and female students. As for the administrative canons related to education, they are the permitted means and styles which the ruler in authority considers beneficial in implementing the system and achieving its goals. They are worldly matters susceptible to development and change according to what appears most suitable to implement the Shari’ah rules related to education and the Ummah’s basic needs. Likewise they can be adopted from the experiments, expertise and permitted research of other nations.

这一套由伊斯兰教法规则与行政准则构成的体系，需要一个替代性的机构，使其有能力实现哈里发国家教育的基本目标，即塑造伊斯兰人格。该机构负责对教育的各个方面进行监督、组织与核算，包括制定课程、选拔合格教师、跟踪学生学习的进步与发展，并为中小学、学院和大学配备所需的实验室与必要的教育设备。

This system of Shari’ah rules and adminstrative canons requires an alternative apparatus with the competence to achieve the basic objectives of education in the Khilafah State, namely building the Islamic personality. This apparatus oversees the supervision, organisation and accounting of all aspects of education with respect to setting the curriculum, selecting qualified teachers, tracking the advancement and progress of students’ learning, and supplying schools, institutes and universities with the required laboratories and necessary educational tools.

我们现在呈现《宪法引言》（Muqaddimat Ad-Dustoor）中“教育政策”的大部分条文。该《宪法引言》是伊斯兰国的宪法草案。

We now present most of the articles of the “Education Policy” from “The Introduction of the Constitution” (Muqaddimat Ad-Dustoor) which is the draft constitution of the Islamic State.

伊斯兰信仰构成了教育政策赖以建立的基础。课程设置与教学方法都是为了防止偏离这一基础而设计的。

The Islamic creed constitutes the basis upon which the education policy is built. The curriculum and methods of teaching are all designed to prevent a departure from this basis.

教育的目的在于塑造穆斯林在思想和行为上的伊斯兰人格。因此，课程中的所有科目都必须以此为基础来选择。

The purpose of education is to form the Islamic personality in thought and behaviour. Therefore all subjects in the curriculum must be chosen on this basis.

教育的目标是培养伊斯兰人格，并为人们提供与生活事务相关的科学和知识。教学方法是为实现这一目标而确立的；任何导致偏离这一目标的方法都是被禁止的。

The goal of education is to produce the Islamic personality and to provide people with the science and knowledge related to life’s affairs. Teaching methods are established to achieve this goal; any method that leads to other than this goal is prevented.

在教育中必须区分经验科学与其相关的学科(如数学),以及文化科学。经验科学及其相关学科依据需要进行教授,不受教育任何阶段的限制。至于文化科学,则在小学阶段先于中学阶段进行教授,并遵循一项特定的方针,该方针不与伊斯兰的思想和规定相抵触。在高等教育中,这些文化科学与其他学科一样进行研习,但前提是不得导致偏离既定的教育方针和目标。

A distinction must be drawn in education between the empirical sciences on the one hand and all that is related to them such as mathematics, and the cultural sciences on the other. The empirical sciences, and all that is related to them, are taught according to need and are not restricted to any stage of education. As for the cultural sciences, they are taught at the primary level before the secondary level according to a specific policy that does not contradict Islamic thoughts and rules. In higher education, these cultural sciences are studied like other sciences provided they do not lead to a departure from the stated policy and goal of education.

伊斯兰文化必须在各个教育阶段进行教授。在高等教育中，应当为各个伊斯兰学科设立相应的院系，正如医学、工程学、物理学等学科设有各自的院系一样。

The Islamic culture must be taught at all levels of education. In higher education, departments should be assigned to the various Islamic disciplines as will be done with medicine, engineering, physics etc.

艺术与手工艺可能与科学相关，例如商业、航海和农业方面的艺术与手工艺。在这些情况下，它们可以不受限制、不附条件地加以学习。然而，有时艺术与手工艺会与文化相联系，当它们受到某种特定人生观的影响时，例如摄影或雕塑。如果这种人生观与伊斯兰的人生观相违背，则不应采纳此类艺术与手工艺。

Arts and crafts may be related to science, such as commerce, navigation and agriculture arts and crafts. In such cases, they are studied without restriction or conditions. Sometimes, however, arts and crafts are connected to culture when influenced by a particular viewpoint of life, such as photography or sculpture. If this viewpoint of life contradicts the Islamic viewpoint of life, such arts and crafts are not adopted.

国家的课程只有一套。除国家课程外，不允许教授任何其他课程。私立学校在采用国家课程、以国家教育政策为基础并实现国家所设定的教育目标的前提下，是被允许设立的。此类学校的教学不得男女混合，无论学生还是教师皆然；学校也不得专属于某一宗教、教派、种族或肤色。

The State’s curriculum is one. No curriculum other than that of the State is allowed to be taught. Private schools are allowed as long as they adopt the State’s curriculum and establish themselves on the State’s educational policy and accomplish the goal of education set by the State. Teaching in such schools should not be mixed between males and females, whether for students or teachers; and they should not be specific for a certain deen, madhab, race or colour.

国家有义务教导每一位个人，无论男女，使其掌握生活主流所必需的知识。这一义务应当落实，并在小学和中学教育阶段免费提供。国家应当尽其所能，为每个人提供免费继续接受高等教育的机会。

It is an obligation upon the State to teach every individual, male or female, those things that are necessary for the mainstream of life. This should be obligatory and provided freely in the primary and secondary levels of education. The State should, to the best of its ability, provide the opportunity for everyone to continue higher education free of charge.

国家在学校和大学之外提供图书馆、实验室以及各种知识手段，使那些希望在各个知识领域继续研究的人能够如愿，这些领域包括教法学（fiqh）、圣训学和《古兰经》注释学（tafseer）、思想（fikr）、医学、工程学、化学、发明、发现等。这样做是为了使乌玛涌现大量的穆జ타希德（mujtahid，独立判断的学者）、杰出的科学家和发明家。

The State provides libraries and laboratories and all means of knowledge outside schools and universities, to enable those who want to continue their research in the various fields of knowledge, like fiqh, Hadith and tafseer of Qur’an, thought (fikr), medicine, engineering and chemistry, inventions, discoveries, etc. This is done to create in the Ummah an abundance of mujtahideen, outstanding scientists and inventors.