This file analyzes the educational interests of Muslim immigrant families in Japan. Explores the type of education Muslims need for their youth and the academic issues they face. The research used statistics from qualitative interviews conducted by the writer, who visited numerous mosques in Tokyo to interview more than 50 families in 2001. One of the concerns and hopes that overseas Muslims in Japan have concerns the education of their children. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay This research has established that mothers' and fathers' fears of Japanese culture impact their children. Some Muslim parents in Japan believe it is crucial to build Muslim schools where they can preserve uniformity between family, school and community. Key phrases: Muslim, ethnicity, education, faculty, quality, Japan1. Context in the late 1980s, the shortage of hard labor and the high price of the yen brought many immigrants to Japan. As many of these immigrants settled in Japan, Muslim groups in Japan evolved. Some of these immigrants possessed entrepreneurial or professional talents, and the general public consisted of employees from India, Pakistan, Iran, Bangladesh, Sri Lanka, Thailand, and the Philippines (Miyata, 2000). Many immigrants from Muslim nations prayed in mosques. “Mainly for Muslims interacting in physical endeavors, Muslim religious activities provide intellectual pleasure and create bonding with diverse fellow Muslims” (Miyata, 2000, p. 216). There is no evidence about the wide variety of overseas Muslims in Japan. The Ministry of Internal Affairs and Communications identifies the citizens and demographics of u. SA, but faith is not a criterion in statistics. Mosques in Japan also do not keep demographic information about their congregations. According to the Islamic Center of Japan, the Muslim population in Japan is approximately 200,000 people, much less than 0.2% of Japan's overall population. Among these, approximately 50,000 are Japanese-born citizens who have converted to Islam (Miyata, 2000). This report analyzes the educational pastimes of Muslim immigrant families in Japan. This album explores the kind of education Muslim humans want for their children and the academic problems they face. The studies will use data from qualitative interviews conducted by the author, who visited several mosques in Tokyo to interview more than 50 families in 2001.2. Islamic education, one of the problems and hopes that foreign Muslims in Japan hold, concerns the education of their children. “In Japan, there is no spiritual faculty for Islamic religious education, so Muslims should rely on non-public education. This lack of spiritual education creates problems for Muslim believers in resolving the dilemma of how to teach their offspring” (Miyata, 2000, p. 215). In this, the most important part of Islamic religious education is looking at the Quran. The teachings of the Quran cannot be separated from the daily lives of Muslims. Young Muslims must first study the five pillars of Islam, along with the right way of worship and memorization of the Quran. In Muslim nations, Koranexamine is performed in a small house of worship or a mosque. There, college students gather around a teacher to pray together, study Arabic and/or how to examine the Quran. They also learn about cult politics and Islamic perception and concept (Nishino, 1994). Therememorizing the Quran is very important and is a way to measure not only someone's devotion but also www.Ccsenet.Org/ass Asian Social Technology Vol. Otto, no. 1; January 2012 published by the Canadian Center for Technological Expertise and Education 105satisfactory with his education. Therefore, it is important that school begins early formative years. There is a movement by some Muslims in Japan to educate Islamic concepts in kindergarten. The conventional examination of the Quran begins with mastery of the Arabic alphabet. Next, children learn to read short passages of the Quran before they begin to memorize them (Nishino, 1994). Likewise, there are Sekolah (schools) and madrasas (non-secular schools). Religious Muslims do not believe that mainstream schools provide sufficient spiritual education. Some parents send their children to a madrasa because of the superior level of Islamic education. Many families send their children to a madrasa to study Islamic morality (Nishino, 1994). Considering the values ​​held by Muslim parents, there may be a large gap between Japanese schools and madrasa education. For many parents, Islamic education is a priority. From the Muslim perspective, the reason why education is to contribute to God and college students should study Arabic to study the Quran and understand its laws.2.1 Educational prospects of Muslim parents in Japan, while many Muslims send their children in Japanese public schools, Many of them have terrible criticisms of those schools due to the lack of Islamic education. The maximum not uncommon opinion observed throughout the research is that it is difficult to maintain the Islamic lifestyle within the Japanese university setup. The following are some cases.Mr. A., male, from Pakistan: “I have 4 children, but they all attend a personal primary school in Pakistan. I want to send them to university. I would like to send them to a school in Japan, however it is essential that they receive an Islamic education. I suppose it's very difficult in Japan. So I decide for school in Pakistan." H., male, 20 years old, from Türkiye, married to a Japanese woman: “We must make our children study morality based on Islam. So, I plan to send them to study in the Islamic United States. "Mr. K., male, 30 years old, from Pakistan: “The Japanese environment is not suitable for our children's education. They will be discriminated against in Japan. I want to send them to an Islamic school, then to a primary school, to university, but since there is no such school now, I want to send them to a comprehensive school in Japan. T., male, 30 years old, from Pakistan: “I don't think Japan is ideal for the food issue Islamic food. I also want my child to get an education based mainly on Islam. I guess it is very difficult in Japan. I heard there are comprehensive schools in Tokyo, however, it is miles away from my home. so it is not always within reach. It may not be more accurate because it is not always an Islamic school. So I choose faculties in Pakistan. B., male, 30 years old, from Ghana, married to a Japanese girl, arrived in Japan in 1997: “I wanted to be a diplomat before arriving here in Japan. But I started out feeling like the bureaucrats had been bribed and gave up. I feel sorry for many terrible human beings in my United States. My modern future purpose is to paint paintings for the poor. I am married to a japlady and have a son. I assume we may have academic problems. I haven't been to Eastern College, so I don't know well, but it's best not to choose a Japanese school because of the bullying problems that migrant children face. I don't think that in universitiesJapanese people are taught religious topics. However, it is very useful to study mathematics and technology. I have a brother in the UK; I can send my baby there.”Ms. F., female, 30 years old, Pakistani, has been living in Japan for ten years, and Mrs. A., also thirty years old, Pakistani, has been in Japan for five years. Each came to Japan with their husbands, who had been on business trips. They have the following opinion about the eastern university systems: “we are waiting for meetings, including PTA meetings of schools. Because of the language barrier, we can't talk to different Japanese mothers. We want our children to receive an education based primarily on Islam, but since there is no such school in Japan, we prefer to send them to a public school. To be honest, we don't need our children to go to a graduate school because of the cultural effect. H., male, 30 years old, from Pakistan: “about 10 years ago there weren't so many young foreigners anymore and there was a lot of bullying. For the same purpose, combined children were crushed. So, some children learned Karate to protect themselves. But lately there are more foreign children and schools generally tend to catch problems. As for the education of children for the future, once upon a time there was a fashion to return home. S. So that... children can get... education there. But in recent times, migrant families have a tendency to test their quality in Japan. I interviewed Muslim volunteer instructors in mosques. The following are some examples.Mr. S., male, 30 years old, from Ghana, Muslim teacher who volunteers at a mosque for three hours on weekends: “The most crucial factor for kids is to learn Islamic policies and live in line with those policies. For this reason... it is essential to examine the Quran. It is much better to start studying when the child is younger, for example three years old. www.Ccsenet.Org/ass Asian Social Sciences Vol. Eight, n. 1; January 2012106 ISSN 1911-2017 E-ISSN 1911-2025Mr. M., male, 30 years old, Pakistani, single, graduate and volunteer teacher of the Koran and Arabic in a Tokyo mosque: «In Japan there are not many places to educate children about Islam. There are places simply to teach Arabic, but there aren't that many places to teach Islam anymore. For children, Islamic education is necessary because Islam guarantees the child's growth and better existence. Islamic life prepares for the next existence. The time to stay is short and death will soon come. It is by far a remedy that you are prepared for existence after death. We don't work for money, but we train to earn praise... after the loss of life. As for reward, the act of coaching has an impact on the growth of reward from God. I am happy as long as I live in line with the Islamic lifestyle. If the Japanese studied Islam, a higher existence could be guaranteed to them in this lifestyle and after death.” A., male, 50 years old, Pakistani, married, graduated, with family in Japan and Pakistan, realizes the need to build mosques and contributes to its realization: “My dream is to build an Islamic school. I would like to build a faculty where it will be trained as much as the second or third grade. There are various standards for building a school in Japan. For example, they want a plan for faculties and so on. Ultimately, I hope to be able to study until the sixth grade. So, I have to create a system that allows people who graduate from this Islamic school to strengthen the oriental middle school. This is why I would really like to collaborate with Japanese faculties. For example, I would like to ask Eastern teachers to teach arithmetic and science. In this one.