The concept of quality in education in Islam is based on benevolence, mastery of work and accuracy in it as indicated by the verses contained in the text, and this is based on the premise that seeking knowledge is obligatory for every Muslim, so he is required to increase from it and learn for life, and scholars are the heirs of the prophets, so the teacher is the heir to knowledge who is charged with conveying it And the Islamic curricula are built according to Islamic purposes and societal priorities.
The goals of the school stem from the lofty goal for which creation was created, which is worship and succession, which requires clarity of goals to reflect these goals, and translate them into a behavior in which the student of Muslim knowledge and educational curricula behave.
The principles of quality agreed upon by those interested in total quality in management are basic principles in work in general in Islam and in educational work in particular. To be linked in all its dimensions to the Islamic concept of quality, which put the satisfaction of the Lord of the Worlds in the first place, then the satisfaction of the beneficiaries in the second place.
The concept of quality is one of the basic features of the present era, due to its widespread use and the increasing demand for it in many aspects of contemporary life. The world today is seriously striving to achieve the principle of total quality. And the whole world is involved in one global market in which all countries compete, and they have no choice but to achieve competition through the application of total quality, which requires success.
Education is one of the main needs of all human societies, and quality in education is the transition from a culture of minimalism to a culture of perfection and excellence. Therefore, these societies have been continuously working towards developing educational institutions to meet the needs of the present and be compatible with the data of the future.
The need for services has expanded and spread. Education at the present time has placed great burdens on the public sector as the only source of educational service, which required the private sector to participate in providing these educational services to the beneficiaries. The cultural, knowledge and technological structures worldwide have led to the urgent need for continuous evaluation of the mission and activities of educational institutions, whether in the public or private sectors, to serve the outputs of education, the national economy and the localization of job opportunities.
We live in the era with all its characteristics and variables; technological development, information, and the speed of communication under which productive institutions operate, which are characterized by rapid and successive changes that impose the use of an effective strategy towards the quality of services and products provided by institutions because quality has become one of the things that affect the present and future of institutions. .
These variables imposed new patterns on the educational process and must be dealt with and confronted. It is the thought of the information age, a non-stereotypical thought, consistent with the phenomena of reality, where sudden shifts, random changes, and parallel and overlapping thinking paths. It is a non-disciplinary thought capable of crossing barriers between the types of knowledge. Different types of mentalities, which are now imposing a new type of mentality that is able to deal with and confront them, are our schools able to form this mentality among students, and provide learners with the skills and patterns of thinking capable of dealing with the information age?.