Bachelor of Arts Honours in Islamic Studies

Purpose

The primary purpose of the qualification is to enable graduates to become specialists within an interdisciplinary framework by gaining in-depth knowledge in a complex area of Islamic studies known as Maqasid Al Shariah (tr. Objectives of the Law).

A second purpose of the qualification is to provide South Africa (and other countries) with graduates who can synthesise information autonomously in specialised fields of study in order to provide leaders who can handle contradictions and evaluate highly complex problems independently.

Furthermore, to enhance the critical skills of the learner, widen the scope of theological investigations at a contextual level and so contribute to the full personal development of the learner and promote the social, moral and ethical development of the broader society.

To develop learners with skills and methods for the identification and solving of problems from a contemporary theological perspective. Provide learners with skills and methods for analysing, understanding and engaging their social context (including its developmental, political and economic dimensions).

To provide learners with the necessary background and research proficiency to advance to an Masters Degree in Islamic Studies or related field at Level 09.

Rationale

The institution offers a Higher Certificate in Islamic Studies (HCIS) and a Bachelor Arts Degree in Islamic studies (BAIS) at an undergraduate Degree Level. The Bachelor of Arts Honours in Islamic Studies will therefore serve as a learning pathway.

The Bachelors of Arts Honours Degree will also attract graduates in Islamic Studies, religious studies or a related field wherein the study of Islam was a significant component obtained from other institutions approved by the Council. It will also provide for community practitioners and learners interested in a more detailed study of Islam. Teachers of this discipline at schools and other tertiary institutions will also be targeted.

Furthermore, as the first and currently the only Islamic Higher Education institution in South Africa the institution attracts thousands of Muslim learners from all over South Africa and globally.

Public universities in South Africa receive thousands of applicants every year of which they can only accommodate a small percentage. The qualifications that the institution offers play a vital role in creating opportunities and pathways to Higher Education for these potential candidates.

There is a growing number of Muslims in South Africa with an increasing need of Islamic educational support and vocational training. There are currently estimated to be more than 1000 mosques (places of Islamic worship) throughout South Africa and an even greater number of non-formal madrassahs.

While the Association of Muslim Schools (SA) currently consists of 68 schools nationally, there are approximately 35 unregistered private Muslim institutions of Higher Learning throughout the country.

The growing number of madrassahs, high schools, primary schools and other places of worship, community organisations extant within the Muslim community, creates an ever-increasing need for education from qualified Muslim leaders and academics. The BA Honours Degree speaks directly to this need.

Recognition of Prior Learning (RPL)

In the spirit of widening access to higher education, this qualification will recognise non-formal and informal prior experiential learning.

All potential learners who are not in possession of South African National Senior Certificate or a Further Education and Training Certificate will be considered through RPL. Those who claim that they have achieved relevant prior learning, which should give them access to the qualification, must apply to the Graduate Division for recognition of prior learning.

Potential learners who want to be credited for prior learning and/or experience in respect of a particular module or modules, must apply in writing to the Graduate Division offering the module or modules the learners wish to be credited for, clearly stating the title(s) of the module or modules they want to be credited for as well as the basis on which they believe accreditation should be granted.

The principles of RPL are subscribed to and will be implemented in a flexible manner. The principles of flexible and open access will, however be offset against the provision that this is not detrimental to the potential learner and that his/her chances of success must be reasonable.

The institution will assess the learners' competencies in order to determine whether they are eligible for a) access to, b) advanced placement in, or c) recognition of status for this qualification.

Entry Requirements

• A Level 7 qualification in Islamic Studies, wherein religious studies or a related field wherein the study of Islam was a significant component.

This qualification consists of compulsory and elective modules at Level 8 totalling 126 Credits.

Compulsory Modules: 78 Credits

• Research Essay/Project, 30 Credits.
• Readings in Maqasid Al-Shariah, 24 Credits.
• Research Methods and Theoretical Approach to the Study of Islam, 24 Credits.

Elective Modules: 48 Credits (Choose two)

• Contemporary Muslim Societies and Organisations, 24 Credits.
• Contemporary Islamic Law, 24 Credits.
• Contemporary Islamic Thought, 24 Credits.
• Advanced Topics in Hadith, 24 Credits.
• Advanced Topics in 'Ulumul Qur'an, 24 Credits.
• Advanced Arabic, 24 Credits.

1. Collect, understand, communicate and critique information effectively by making informed theoretical judgements.
2. Apply theoretical, analytical and systematic thinking to a range of problems.
3. Manage professional development by applying knowledge and understanding of ethical and social responsibility to particular contexts.
4. Select and apply a range of appropriate research methods, techniques and principles for particular research.

Associated Assessment Criteria for Exit Level Outcome 1

• Develop and communicate ideas and opinions in well-formed arguments, using appropriate academic discourse.
• Identify, analyse, evaluate, critically reflect on and address complex problems, applying evidence-based solutions and theory-driven arguments.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate integrated knowledge of the central areas of the discipline or practices, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of the field, of Islamic Studies; and detailed knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices.
• Evaluate types of knowledge and explanations typical within the area of study or practice.
• Manage processes in unfamiliar and variable contexts, recognising that problem solving is context and system bound, and does not occur in isolation.

Associated Assessment Criteria for Exit Level Outcome 3

• Take decisions and act ethically and professionally.
• Justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate an understanding of a range of methods of enquiry in a field, discipline or practice, and their suitability to specific investigations.
• Apply a range of methods to resolve problems or introduce change within a practice.

Integrated Assessment

One of the major objectives of this qualification is to encourage research and critical thinking. In line with this goal instructors of all coursework modules must use every opportunity to encourage learners to produce as much written assignments as well as a major essay at the end of each module that nurtures a wide range of research related skills, individual opinion and critical engagement. This also encourages research and independent study within the focus area of each module. This qualification will therefore not use traditional end of term examination format of assessment.

For the coursework component of this qualification lecturers have a wide range of assessment tools available that may be employed. At postgraduate level lecturers and professors are afforded a fair level of flexibility, this should include some of, but is not exclusive to the assessment methods and artefacts as listed as follows:

Informal-Formative

• Reading Logs.
• Response Papers.
• Microthemes.
• In-class Freewrites.
• In-class Participation.
• Collaboration Web2.0 tools.
• Report.

Formal-Formative

• Research assignments.
• Reports.
• Presentations.
• Seminars.
• Reflective Learning journals.
• Practical research tasks.
• Research plan.
• Research progress reports.
• Research field notes.

Summative

• Essays.
• Academic Proposals.
• Written assignments.
• Literature reviews.
• Book reviews.
• Annotated bibliography.
• Analyses of Case studies.
• Dissertation/Research.

For every module the learner must produce and deliver at least 2 Formal-formative written assignments accounting for at least 20 % of the final grade as well as 1 major summative written assignment or term paper accounting for no less than 50% of the total grade. The rest is made up of any number of formative assessment artefacts.

Lecturers/professors must provide meaningful and constructive feedback throughout the teaching life cycle of their respected course.