Bachelor of Arts Honours in Islamic Studies

Purpose

The Bachelor of Arts Honours in Islamic Studies qualification is characterised by the fact that it prepares learners for research-based postgraduate study. This qualification typically follows a bachelor's degree. It serves to consolidate and deepen the learner's expertise in a particular discipline within Islamic studies, and to develop research capacity in the methodology and techniques of that discipline. A learner's ability to integrate concepts, ideas and actions in authentic, real-life contexts is expressed as practical, foundational, and reflexive competence. Thus, applied competence in the Honours qualification means integrating the knowledge, skills, attitudes, and applications that a learner can perform in a way that suits the learning context. It is described as the foundational (knowledge), practical (skills) and reflexive (application in context) competence which the learner needs to be judged fully competent.

This qualification demands a high level of theoretical engagement and intellectual independence. In some cases, a Bachelor's Honours degree carries recognition by an appropriate professional or statutory body. The purpose and level of the Honours qualification will have been achieved when the learner has demonstrated the depth and breadth of knowledge required in Islamic Studies and the extent of understanding of fundamental principles, concepts, theories, rules and practices underlying the field, the extent of attention given to the forefront of developments in the field/discipline, and awareness of the evolving nature of knowledge in the field.

The qualification will further provide the learner with the capacity to review, consolidate, analyse, and synthesise information, with sound reasoning, investigate complex problems and propose feasible solutions. The learner will also be able to identify and develop the ability to critically evaluate principles, concepts, theories, practices, and interpretations from diverse perspectives in the Islamic Studies field, to sustain arguments and reach judgements grounded in reflective, creative thinking.

Upon completion of the qualification, qualifying learners will be able to

• Prepare learners with ample Islamic knowledge to practice in everyday life.
• Develop critical and analytical thinking skills in learners.
• Train learners in skills that are essential for understanding, reading, speaking, writing, and understanding Arabic texts.
• Provide learners with the opportunity to broaden, deepen and enrich their understanding of Islam and the ability to recognise and appreciate the limits, in-depth as well as breadth of acquired knowledge and skills, and to address such limits appropriately.
• Present the correct image and illustration of Islam for the betterment of the Muslim Ummah and the world community at large and can apply acquired knowledge, understanding, skills and techniques, whether in familiar or unfamiliar contexts, and the extent required in the forms of initiative, rigour and responsibility.
• Prepare learners to contribute in Islamic, multi-religious, and multi-cultural environments.
• Promote appreciation of Islamic ethics and code of personal practice and develop the capacity to apply knowledge and skills in a manner that is consistent with the social and ethical norms of Islam and be sensitive to the cultural contexts in which they are applied.
• Equip learners with skills for life-long learning and the ability to transfer acquired knowledge, skills, and attributes to situations of employment, professional practice or/and further studies.
• Provide learners with Islamic, social, technical, and academic information required to participate efficiently in the community and develop the capacity to communicate concepts, arguments, information, and solutions to problems that affect Muslims and the broader society.
• Focus study on various branches of Islamic awareness to pave the way to deal with applications of Islamic information for the solution of current issues.

There are immense professional fields for learners in Islamic Studies. Learners with specialist skills have an advantage in many workplaces. Along with the scope for further research and teaching.

Rationale

The reasoning that led to identifying the need for this qualification is primarily to provide vertical articulation for the currently registered undergraduate learners at the institute but also to provide the qualification for learners nationally and internationally who may be interested in pursuing further training in Islamic Studies. This qualification addresses the need to promote employment opportunities for South African youth in the education industry, as well as career progression for many employed in the industry.

There are immense professional fields for learners in Islamic Studies. Graduates are eligible for positions in general and religious administrations in public or private religious institutions. Specialist expertise in various forms of Islamic religion and Muslim cultures, combined with knowledge of comparative and social scientific approaches to culture and religion are of growing importance in today's world. Learners with specialist skills have an advantage in many workplaces. Along with the scope for further research and teaching, graduates of this qualification may enter jobs related to academia, social organisations, government or teaching in Islamic schools.

The Bachelor of Arts Honours in Islamic Studies learning pathway resides within the broader Islamic Sciences and Arabic Studies. Typically, a qualification leading to the award of an Honours degree in Islamic Studies aims to develop graduates who possess demonstrable, specialised skills and competencies to: (i) analyse and solve problems related to Muslim issues and the broader society; (ii) deal with legal issues. Graduates will also be able to contribute in Islamic, multi-religious, and multi-cultural environments to benefit society and the South African economy.

Recognition of Prior Learning (RPL)

RPL for access

Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.

As only a limited number of learners can be admitted to the programme, applicants will be subject to a selection procedure. The selection criteria would depend on the outcome of an interview by the selection committee that would look at but not limited to Arabic language proficiency, experience, community service and role in society.

• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts in Islamic Studies (Usul al-Din), NQF Level 7.

Or

• Bachelor's degree in the cognate field, NQF Level 7.

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

Compulsory Modules, Level 8, 78 Credits

• Usul Fiqh (Islamic Law), 24 Credits.
• Research methodology, 24 Credits.
• Research project, 30 Credits.

Elective Modules, Level 8, 48 Credits (Select two)

• Ulum Al Hadith Usul, 24 Credits.
• Translation Theory of Selected Arabic Texts, 24 Credits.
• Islamic Theology, 24 Credits.
• Information Technology in Higher Education, 24 Credits.
• Advanced Arabic, 24 Credits.

1. Demonstrate familiarity with and display knowledge and understanding of the content, theories and scholarly positions related to Islamic Studies practice and procedure, research methodologies, methods and techniques relevant to the field, discipline or practice.
2. Demonstrate the ability to interrogate multiple sources of knowledge in an area of specialisation and to evaluate knowledge and processes of knowledge production.
3. Demonstrate an understanding of the complexities and uncertainties of selecting, applying, or transferring appropriate standard procedures, processes or techniques to unfamiliar problems in a specialised field of Islamic Studies.
4. Interpret a wide range of domain-related issues by applying various systems of enquiry appropriate to the discipline of Islamic Studies.
5. Demonstrate the ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific contexts.

Associated Assessment Criteria for Exit Level Outcome 1

• Conduct advanced research, related to writing a research proposal.
• Structure precise research questions, methods and techniques relevant to the field, discipline or practice.
• Select or devise appropriate research methods.

Associated Assessment Criteria for Exit Level Outcome 2

• Critically analyse legal history, jurisprudential development, schools of Islamic law, classical and modern theories, the evolution of the law up to the present, and its contemporary applications.
• Engage with both classical and contemporary scholarship and current critical theoretical debates ongoing in the field of Usul Fiqh.

Associated Assessment Criteria for Exit Level Outcome 3

• Introduce systematically 'own voice' in relation to theories in areas of specialisation.
• Anchor and support conceptually a nuanced understanding of the principles of Islamic Law (Usul Fiqh).

Associated Assessment Criteria for Exit Level Outcome 4

• Engage in different forms of knowledge, schools of thought and forms of explanation within an area of study, operation or practice, and awareness of knowledge production processes in Ulum Al Hadith.
• Evaluate, select, and apply appropriate methods, procedures or techniques in investigation or application processes within a defined context of Ulum Al Hadith.

Associated Assessment Criteria for Exit Level Outcome 5

• Identify and address the ethical implications of decisions and actions within an organisational or professional context, based on an awareness of the complexity of ethical dilemmas in relation to Islamic Theology.

INTEGRATED ASSESSMENT

The attainment of the expected learning outcomes is demonstrated through appropriate assessment linked to the module purpose and its subject matter and outcomes, the teaching and learning approach adopted, the qualification modules in which these outcomes are taught and how they are assessed. The assessments for the research project will integrate knowledge, skills, attitudes, and applied competence. Formative and summative assessments will be employed.

Formative Assessment

Formative assessment (assessment for learning) measures learners' learning progress during the learning process and summarises the learners' development at a specific time. Formative assessment involves methods used to gather feedback on learners academic progress and learning needs during the learning process to inform and modify in-process teaching and learning activities to improve learning.

All forms of assessments in the Honours qualification are intended to enrich the learning process and to validate that meaningful learning has occurred in the classroom. This factor is relevant for achieving assessment of learning (AOL) and assessment for learning (AFL). Formative assessment is an ongoing, flexible, and informal diagnostic tool. Various assessment activities will be employed throughout the research process, with the completion of a mixture of:

• Assignments or tasks
• Case studies
• Group exercises
• Presentations
• Tests
• Progress checks to an announced presentation.

Summative Assessment

Summative assessment (assessment of learning) refers to the assessment of learners where the focus is on the outcome of the Honours qualification. Summative assessment in the form of an examination at the end of the semester will be employed. Summative assessments will be applied at the end of a period of instruction to measure the outcome of learner learning. Summative assessment in the first semester on the four modules (two compulsory and two electives) involves the evaluation of learner learning by comparing it against intended learning outcomes to quantify achievement.

Details of the assessment evidence as required, including the presentation and assessment topics and tasks, their format and criteria will be set out in the learner module guides made available at the beginning of each semester, both as a handout and electronically.