Al-Hikma Ahadhiyya School Marks 22 Years of Faith, Education and Community Service in Galagedara
Kandy Sri Lanka — For more than two decades, Al-Hikma Ahadhiyya School in Galagedara has quietly carried out an important mission: providing children with religious education, knowledge and discipline through the dedication of teachers who have given their time largely in the service of their community.
Established in 2004 under the patronage and guidance of the late Alhaj Abdul Azeez, former President of the Ahadhiyya Union, Kandy, the school began as a modest educational initiative supported by several respected and learned members of the local community.
Twenty-two years later, that initiative has developed into a cherished institution for generations of children in Galagedara.
The story of Al-Hikma Ahadhiyya School is not simply a story about a building or an educational institution. It is a story of people who have sustained education through commitment, voluntary service and a belief that the moral and educational development of children is a responsibility shared by the entire community.
A vision that began in 2004
When the school was established in 2004, its founders sought to create a place where children could receive Islamic education while developing values such as discipline, responsibility, respect and service to others.
At the centre of that effort was the late Alhaj Abdul Azeez, whose leadership and commitment helped establish the foundations of the school.
His contribution was not limited to the establishment of an educational centre. He helped create a vision that subsequent generations could continue to develop.
Over the years, that vision has been maintained by teachers, parents, community members and volunteers who have regarded Ahadhiyya education as an important part of the upbringing of young people.
Two decades of dedicated teaching
Among the most remarkable aspects of Al-Hikma Ahadhiyya School's history is the extraordinary continuity provided by its two most senior teachers.
Mrs. Risliya, the Principal, and Mrs. Huzaira, the Deputy Principal, have both served the school throughout its 22-year journey.
Their long service represents a remarkable commitment to education and to the children of the Galagedara community.
For more than two decades, they have witnessed successive generations of students enter the school, learn, develop and eventually move on to different stages of their lives.
Such continuity is particularly significant in an institution sustained largely through voluntary service. It reflects a relationship between teachers and the community that extends beyond the conventional boundaries of employment.
The contribution of teachers such as Mrs. Risliya and Mrs. Huzaira demonstrates how educational institutions can survive and grow when individuals remain committed to a cause over many years.
Eight volunteers keeping the tradition alive
Today, Al-Hikma Ahadhiyya School continues its work with the dedication of eight volunteer teachers.
Their contribution represents another important chapter in the school's story.
Voluntary teaching requires more than simply appearing in a classroom. It requires time, preparation, patience and a willingness to serve without the expectation of conventional professional rewards.
The eight teachers currently serving the school are therefore part of a wider tradition that has sustained Al-Hikma Ahadhiyya School since its establishment.
Their service ensures that the school's educational mission continues for another generation.
Continuing a father's legacy
Following the death of the school's founder and patron, the late Alhaj Abdul Azeez, the institution continued its journey under the loving patronage of his son, Mr. Irshad Azeez.
His involvement has helped maintain the connection between the school's present and the vision established by his late father.
For the family, the school represents more than an educational project. It is also a living legacy of the values and aspirations of its founder.
By continuing to support the institution, Mr. Irshad Azeez is helping carry forward the educational vision that began more than two decades ago.
More than a school
For the Galagedara community, Al-Hikma Ahadhiyya School has become more than a place where lessons are taught.
It has become part of the social and educational fabric of the community.
Its history demonstrates what can be achieved when community members come together around education and the development of children.
The school's journey also highlights the importance of voluntary institutions at a time when education is increasingly associated with substantial financial investment and formal structures.
Al-Hikma Ahadhiyya School offers a different example — one built around service, commitment and community participation.
A legacy for future generations
The 22-year history of Al-Hikma Ahadhiyya School is ultimately a story of continuity.
It began with the vision and leadership of the late Alhaj Abdul Azeez and was subsequently sustained by teachers, volunteers and community supporters. Today, that responsibility continues under the patronage of his son, Mr. Irshad Azeez.
At the heart of the institution remain its teachers and students.
The long service of Mrs. Risliya and Mrs. Huzaira, together with the contribution of the eight volunteer teachers, illustrates the human commitment behind the school's continuing existence.
What began in 2004 as a humble educational endeavour has therefore developed into a treasured institution within the Galagedara community.
Its greatest achievement may not be measured simply by the number of students who have passed through its doors. It can be measured by the generations of young people who have received knowledge, discipline and values through the dedication of people who chose to give their time to education.
As Al-Hikma Ahadhiyya School looks beyond its 22nd year, its story remains a reminder that lasting educational institutions are often built not only through financial resources, but through sacrifice, voluntary service, community spirit and a commitment to future generations.