Bachelor of Arts in Islamic Studies (Usul al Din)

Purpose

The purpose of the Bachelor of Arts in Islamic Studies (Usul al Din) is to enable learners to gain knowledge in Islamic studies (Usul al Din). The qualification will develop learners' academic and leadership skills in preparation for leadership roles within the Islamic communities or in the workplace.

The qualification serves as an entry to the study of the Islamic disciplines to meet the needs of those who wish to

• expand their knowledge of Islamic Studies.
• achieve a first qualification in religious studies and leadership.
• achieve a nominal leadership qualification to work within communities in areas such as youth development.

The qualification seeks to develop a holistic learner who can enrich society through conscious leadership that is responsive to internal and external imperatives. The qualification is aligned with the institution's mission and values which are to nurture the core values of mercy, compassion, justice, peace, equity, the pursuit of knowledge and respect for life, human dignity, and freedom by exposing learners to a range of scholars and literature that deals with classic as well as contemporary views related to the Islamic faith.

The qualification will produce graduates and individuals who seek the truth and who can adapt themselves to the challenges of life and provide guidance and solutions which are humane and dignified. The qualification will give shape to a Muslim personality who will combine the historic roots of the Islamic faith with the present challenges of society in diverse contexts.

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

• Demonstrate foundational knowledge in the Qur'anic and Arabic Sciences, the Prophetic Sciences (Sunnah and Hadith), Islamic creed and philosophy and the principles of Jurisprudence (Fiqh and Usul).
• Demonstrate foundational knowledge of contemporary Islamic texts and the ability to reflect on and outline the contemporary Islamic scholarly discussion.
• Demonstrate foundational knowledge of the dynamic relationship and interaction between the historic roots of the Islamic faith and the contemporary cultural diversity and societal needs.
• Demonstrate the appropriate knowledge that is responsive to the demands of contemporary Islamic society in the fields of instruction, propagation, and social and spiritual guidance.
• Apply innovative leadership practices and communication skills in different contexts of the Islamic faith community and the community at large.
• Navigate and conduct independent research and the ability to think, reflect and engage independently.
• Demonstrate a well-developed scholarly approach strongly rooted in the Islamic faith and with the appropriate foundation to proceed to postgraduate studies.
• Demonstrate values, morals, and attitudes as role models in society that will reflect the Islamic ethos and the calling to be of service to all people in diverse contexts.

Rationale

There is a growing number of Muslims in South Africa with an increasing need for Islamic educational support and vocational training. Currently, there are more than 1000 mosques (places of Islamic worship) throughout South Africa and an even greater number of non-formal madrassahs. The qualification therefore creates an ever-increasing need for education from qualified Muslim leaders and academics.

The qualification is embedded in the educational philosophy of the institution, which is fundamentally premised on the holistic vision and epistemology of the Qur'anic theory of knowledge. "The hearing (sama') and the sight (basar)" represent the basis and importance of the Physical Sciences and Humanities, while the heart (fu'ad) represents the basis and importance of inspirational, divine, and sacred knowledge which the Madina Institute aims to integrate in a systematic way. The qualification has been designed to comply with the Criteria for Programme Accreditation (2004) of the Council on Higher Education and the revised Higher Education Qualifications Sub-framework (2013) and to the needs of various stakeholders as well as the envisaged learner intake.

The unique feature of the Madina Institute's programme is that it combines an in-depth interaction with the Qur'an and the Prophetic Model of Islam, the Sunnah, with a moderate and contextual approach to graduates' religion-based engagement with modern society and its challenges. The qualification intends to develop leaders who are taught in the foundational sciences of the Islamic Religion and facilitate academic excellence service to the whole of humanity and moderation as commanded by the Qur'an. The qualification, therefore, includes the study of both classical and contemporary Islamic texts as well as the leadership and communications modules. Learners would be provided with the keys to further navigate and conduct independent research and the ability to think, reflect and engage independently. The medium of instruction will be English complemented by a focus on Arabic texts that will increase as learners gain substantive language skills in the Arabic language. The rationale behind this approach is to deliver learners with a well-rounded, scholarly approach strongly rooted in the Islamic faith and with the appropriate foundation to proceed to postgraduate studies.

The qualification aims to attract learners who are academically and scientifically prepared to serve humanity through a comprehensive way of life. In the South African post-apartheid context, this qualification will guide graduates to serve the country and all its people with sound moral and ethical principles and in a post-9/11 world, the delivery of this qualification aims at addressing bias of all sorts and redressing prejudice and bigotry in a comprehensive way.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

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.
• 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.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Bachelor studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Bachelor studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• Higher Certificate in Islamic Studies, NQF Level 5.

This qualification consists of the following compulsory modules at NQF Level 5, 6 and 7 totalling 372 Credits.

Compulsory Modules, Level 5, 120 Credits

• Arabic I, 24 Credits.
• Islamic Jurisprudence (FIQH) I, 12 Credits.
• Islamic Legal Theory (Usul Fiqh) I, 12 Credits.
• Hadith Sciences (Ulum al Haditth) I, 20 Credits.
• Imaniyat (Aqidah and Tazkiyyah) I, 24 Credits.
• Quranic Sciences I, 24 Credits.
• Research, 4 Credits.

Compulsory Modules, Level 6, 120 Credits

• Arabic II, 24 Credits.
• Islamic Jurisprudence (FIQH) II, 12 Credits.
• Islamic Legal Theory (Usul Fiqh) II, 12 Credits.
• Hadith Sciences (Ulum al Haditth) II, 22 Credits.
• Imaniyat (Aqidah and Tazkiyyah) II, 20 Credits.
• Quranic Sciences II, 24 Credits.
• Research II, 6 Credits.

Compulsory Modules, Level 7, 132 Credits

• Arabic III, 36 Credits.
• Islamic Legal Theory (Usul Fiqh) III, 24 Credits.
• Hadith Sciences (Ulum al Haditth) III, 22 Credits.
• Imaniyat (Aqidah and Tazkiyyah) III, 20 Credits.
• Quranic Sciences III, 24 Credits.
• Research III, 6 Credits.

1. Demonstrate foundational knowledge in the Qur'anic and Arabic Sciences, the Prophetic Sciences (Sunnah and Hadith), Islamic creed and philosophy and the principles of Jurisprudence (Fiqh and Usul).
2. Demonstrate foundational knowledge of contemporary Islamic texts and the ability to reflect on and outline the contemporary Islamic scholarly discussion.
3. Demonstrate foundational knowledge of the dynamic relationship and interaction between the historic roots of the Islamic faith and the contemporary cultural diversity and societal needs.
4. Demonstrate the appropriate knowledge which is responsive to the demands of contemporary Islamic society in the fields of instruction, propagation, and social and spiritual guidance.
5. Apply innovative leadership practices and communication skills in different contexts of the Islamic faith community and the community at large.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify, analyse, and solve problems in unfamiliar contexts, gather evidence and apply solutions based on evidence and procedures appropriate to Islamic Studies and practice, from the Quran.
• Explain 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.
• Discuss the Muslim in relation to the South African Muslim History.

Associated Assessment Criteria for Exit Level Outcome 2

• Critically analyse the legal history, jurisprudential development, the 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.
• Introduce systematically own voice in relation to theories in the areas of specialisation and use this to anchor and support conceptually a nuanced understanding of the principles of Islamic Law (Usul Fiqh).

Associated Assessment Criteria for Exit Level Outcome 3

• Explore 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 Islamic Theology.
• Select evaluate, and apply appropriate methods, procedures or techniques in investigation or application processes within a defined context of Islamic Theology.
• Explain 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.
• Justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment.

Associated Assessment Criteria for Exit Level Outcome 4

• Contextualise the Islamic field of study, with a social, cultural, political, economic, and historical relevance to the South African context.
• Apply theoretical and conceptual frameworks, epistemological and ontological positioning, and philosophical underpinnings and foundations of Islamic Studies, to contemporary positional debates within the South African context.
• Analyse and apply systems perspective and feedback loops in the various areas of the field of knowledge within Islamic Studies, through the grasp of integrated knowledge, skills, and personal qualities.
• Apply Islamic ethical and moral values to promote understanding among the various communities, maintain social harmony, and apply moderation in contemporary religious discourses.

Associated Assessment Criteria for Exit Level Outcome 5

• Evaluate types of knowledge, ideas, or concepts in Arabic by effective writing and formatting of essays, letters, and reports.
• Cite and reference sources and use excellent vocabulary in spelling / grammar and speaking.
• Use language to inform, explain, and make presentations at meetings/ interviews / in negotiations / over the telephone using other technologies.
• Listen attentively to information which may be conveyed via a variety of media and develop discernment through effective listening.
• Interpret and apply basic techniques of graphical communication; plans/diagrams / or other visual aids.
• Apply excellent linguistic skills, including correct spelling, grammar, and text formatting in the presentation.

INTEGRATED ASSESSMENT

The attainment of the expected learning outcomes is demonstrated through appropriate assessment linked to the purpose, content and outcomes, teaching and learning approach. The assessments 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 learner learning. All forms of assessments 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 process, with the completion of a mixture of assignments or tasks, in the form of case studies, group exercises, presentations, tests and progress checks to an announced presentation.

Formative assessment takes place during the learning activity, the assignments case studies, discussions, group work, presentations and questions will give a sense of which aspects of the task need more in-depth work. In addition, at an early stage of each learning activity, the learners will receive the criteria for assessment for each task. The discussion of the criteria will reveal how well they understand the requirements of the task.

Judgements will be made on effective problem analysis, knowledge gap analysis, literature review, choice of theoretical frameworks, research design and methodology. Formative Assessments constitute 60% of the final mark.

Summative assessment

Summative assessment will be employed in the form of an examination at the end of the semester. Summative assessments will be applied at the end of a period of instruction to measure the outcome of learner learning. Summative assessment involves the evaluation of learner learning by comparing it against intended learning outcomes to quantify achievement in the first semester. The primary purpose of the summative assessment is to produce a measure that "sums up" learning against the exit level outcomes at NQF level 7.

There will be one summative assessment task for each of the modules. The summative assessment constitutes 40% of the final mark.