Free/basic Arabic reading course termly
This criterion assesses whether the organization offers a free or affordable basic Arabic reading course at least once per term (three times annually). 'Basic Arabic reading' means decoding Quranic/Arabic script (hurūf recognition, harakāt, joining, word- and short-āyah reading) with foundational tajwīd awareness (e.g., madd basics), not vocabulary/grammar. 'Termly' is defined as at least three advertised beginner start-dates per year with a new enrolment window and induction/baseline assessment each time. Core learning outcomes include accurate pronunciation and measured recitation (tartīl) of short Quranic passages. It evaluates the organization's commitment to making Arabic literacy accessible to community members, enabling them to engage directly with Islamic texts in their revealed language (Qur'an 12:2) and develop foundational skills for further learning. This serves the maqāṣid of ḥifẓ al-dīn (preservation of religion) and ḥifẓ al-ʿaql (preservation of intellect) while adhering to the adab of ta‘līm (patience and encouragement).
| Metric | Arabic Literacy Dashboard |
|---|---|
| Target | ≥70% completion; ≥1 rubric level improvement for ≥60% of completers; ≥20% concessionary places; ≥60% progression. |
| Frequency | Termly |
| Method | Track per term: enrolments, attendance, completion, average rubric gain (baseline→exit), % fee remission, % progression, safeguarding returns (incidents/nil), tutor compliance. |
| Unit | Dashboard |
Level 1: Initial/Ad-hoc
No basic Arabic reading course is offered, or it is offered on a completely unplanned, reactive basis with no regularity.
Level 2: Developing
A basic Arabic reading course is offered informally or on an ad-hoc basis, less frequently than once per term (fewer than 3 distinct cohorts/year).
Level 3: Established
Termly delivery (3 cohorts) exists with basic assessment (pass/fail). Safeguarding basics (DBS) are in place, but curriculum and rubric are not fully standardized. Affordability is ad-hoc.
Level 4: Advanced
Termly distinct cohorts with solid curriculum and qualified/observed tutors. A 4-level rubric is used for baseline/exit. Operational bursary and SEND processes are active. Safeguarding matrix is in place. Data is collected but reporting may be informal.
Level 5: Optimizing
Continuous improvement (PDCA) evidenced. Termly dashboard reviewed by trustees. External moderation of rubric. Full safeguarding/GDPR compliance. TAR reporting of public benefit. High progression rates.
Organisation Types
By Organisation Size
| Size | Applicability | Notes |
|---|---|---|
| Micro | optional | Formal requirements like 3 distinct termly cohorts, baseline assessments, and ring-fenced funds are disproportionate for volunteer-run groups. |
| Small | partial | Expected to provide basic classes, but the frequency (3 cohorts) and formal bursary SLAs (3-day decision) should be scaled down to match capacity. |
| Medium | full | |
| Large | full | |
| Major | full |
Applicable When
- The organization has the capacity and resources to offer educational programs.
- There is demonstrable community interest in learning Arabic.
- Termly means three intakes per year (Autumn/Spring/Summer) with distinct start dates.
Not Applicable When
- The organization lacks resources (financial, personnel, facilities) to run courses.
- The organization has a very specific, non-educational focus (e.g., purely financial services, certain types of retail).
- The organization has a very small target audience (e.g., Elderly Care Service, Funeral Service Provider)
Discussion (1)
📋 **Version updated: 1.0.0 → 2.9.7** **Changes:** Full import from mizan-297.json
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