Master of Islamic Studies

Purpose

The primary purpose of the Master of Islamic Studies is to prepare researchers who would contribute to the development of knowledge in the field of Islamic Studies, including the application of knowledge about the professional practice at an advanced level. Islamic Studies is a subject which attempts to study the whole range of Islamic civilization and culture. Its main interests include, besides the religion of Islam, such topics as the socio-economic, structure, development of various sciences and thought, cultural life, cosmology, mysticism, literature and fine arts, and many other aspects of Islamic civilization. The qualification provides the learner with a broad understanding of Islamic intellectual history from its roots in Arabic language and literature, Qur'an and Qur'anic commentaries, hadith tradition (traditions of the Prophet, peace be upon him), commentaries, law, theology, and Sufism (spirituality).

The qualification is designed to cater to different learner needs and to produce highly skilled individuals.

The qualification comprises a significant research component, which requires a high level of theoretical engagement and intellectual independence. The qualification focuses on the development of Islamic thought through the primary domains of Islamic literature, and Islamic religious sciences, such as the Quran, Hadith and Fiqh including the methodology of interpretation of Islamic Texts. The qualification provides the minimum entry requirement for a Doctoral degree in Islamic Studies, Religious Studies or any other cognate doctoral degree.

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

• Analyse and apply the religion's socio-historical, political, and cultural frameworks, a holistic view merging past and present perspectives.
• Apply the specialist knowledge and skills in historical and contemporary contexts through the exploration of Islamic intellectual traditions, questions, debates, and issues relating to contemporary Muslim practice and societies by constructing sustained, sound arguments, with subsidiary arguments linked together in a clear chain of inferential reasoning.
• Conduct expert and professional dialogue with theologians from other religious communities and secular intellectuals on these themes.
• Make sound judgements, using the data and information in conversation with other traditions and broader approaches in, Islamic law, theology, and religion, for the current global context.
• Clearly communicate conclusions to specialist and non-specialist audiences.
• Demonstrate self-direction and originality in analysing and solving problems, act autonomously in planning and implementing tasks at a professional level and continue to advance knowledge, understanding and skills.

Rationale

There is a growing number of Muslims in South Africa with an increasing need for Islamic educational support and vocational training. The qualification intends to equip learners who are keen on pursuing Islamic studies, for further research, so that they are adequately qualified and competent at delivering disciplinary content knowledge in the field, at universities, colleges, and other Islamic institutions. It provides excellent research training and is a useful qualification for those who wish to progress to PhD degrees. The qualification provides a deeper and more critical look at the conclusions and methods of the theologians and compares them with those of the philosophers, demonstrating graduate-level academic research, and providing the most important commentaries, historical studies, and textual analyses of the chosen primary sources. The in-depth study of Islam provides learners with a greater understanding of the cultures, religious perspectives, and the people with whom they will be interacting and working.

The growing number of madrassahs, high schools, primary schools and other places of worship, community organisations extent within the Muslim community, creates an ever-increasing need for education from qualified Muslim leaders and academics. The need for the Master of Islamic Studies resides in the institution's strong focus on Islamic Sciences. The Master of Islamic Studies was approved by the Board of Trustees and the Advisory Board, to provide access to education and training of the highest quality leading to significantly improved learning outcomes, and retention of the current learners studying undergraduate qualifications within the Institution.

Research and innovation have a key role in improving South Africa's global competitiveness. The graduates of this qualification would have the skills and knowledge to meet the present and future needs of the economy and society by engaging in relevant research and innovation. The qualification contributes toward building an inclusive society, by providing equal opportunities and helping all South Africans to realise their full potential, especially those disadvantaged by apartheid policies, namely black people, women, and people with disabilities. The qualification provides clear linkages between education and training and the world of work. Given that education has intrinsic and instrumental value in creating societies that are better able to respond to the challenges of the 21st century, and deal with unprecedented changes brought about by the fourth industrial revolution (4IR), a learner who has the qualification would use the knowledge and skills gained as a moral compass on how to conduct themselves within society. The values and attitudes internalised from exposure to this qualification would enable the learner to demonstrate empathy towards other people, and respect for life and property, given the many daunting challenges in South Africa that include xenophobia, Islamophobia, looting of property and businesses, as well racism. This will contribute toward protecting the country's resources and sustaining the economy.

The qualification will equip graduates with knowledge and skills that can get viable employment in numerous work contexts such as primary and secondary schools, colleges and universities, Religious Centres, NGOs, coaching centres, Madrasa, a college for Islamic instruction, content writing, tourist guide, translator, article writer and columnist, regional and urban planner, home tutor, social welfare officer, operator and translator, international agencies such as the United Nations or the European Union, international development, print and broadcast media, politics, politician's assistant, government social research officer, public affairs consultant, public relations account executives, private sector companies with interests in Islamic countries, rural development departments, community and Health, media and press and cultural fields as well, work for the development and uplift of Muslim communities within South Africa to propagate Islam. The qualification will also benefit academics, teachers of Islam in other institutions, translators of Islamic material into English in research centres, government departments and da'wa (propagation) centres.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is 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 may be applied for access, credits from modules and credits for or towards the qualification.

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 should they be allowed entrance into the qualification.

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

• Bachelor of Arts Honours in Islamic Studies, NQF Level 8.

Or

• Bachelor of Social Science Honours: Oral Studies, NQF Level 8.

Or

• Bachelor of Arts Honours, NQF Level 8.

Or

• Postgraduate Diploma in Islamic Finance and Banking, NQF Level 8.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 9 totalling 180 Credits.

Compulsory Modules, Level 9, 120 Credits

• Mini- dissertation, 60 Credits.
• Aqidah, 20 Credits.
• Tafseer, 20 Credits.
• Research Methodology, 20 Credits.

Elective Modules, 60 Credits (Select three modules from the following options)

• Hadith (Prophetic Traditions), 20 Credits.
• Ihsan (Sufism), 20 Credits.
• Fiqh (Islamic Jurisprudence), 20 Credits.
• Islamic Theology and Philosophy, 20 Credits.
• Educational Technology, 20 Credits.
• Tawhid, 20 Credits.

1. Demonstrate specialist knowledge in Islamic religious sciences, the Quran, Hadith and Fiqh including the methodology of interpretation of Islamic texts.
2. Demonstrate a high level of theoretical engagement and intellectual independence regarding knowledge of the origin and development of Muslim sects, and the contribution to the development of various religious sciences from the early phase of Islam up to the modern period.
3. Demonstrate an understanding of the dynamics of the interrelated systems perspective sectors of the Muslim Scholastic theology and philosophy and their contribution to various disciplines in physical and biosciences, technology, and mathematics during the medieval period.
4. Demonstrate proficiency in specific contextual research methodologies, Islamic methodologies, and technology towards application in a problem-based setting.
5. Produce a research dissertation according to stipulated institutional requirements.
6. Demonstrate mastery in the knowledge of Arabic language for Islamic Studies as the essential tool for the study of Islam, contextually demonstrated general knowledge, skills, and values of the qualification.
7. Demonstrate a competent advanced knowledge of research methodology.
8. Apply advanced skills to manage complex issues, both systematically and creatively, making sound judgements, using data and information and relate this knowledge to the resolution of complex problems in an area of professional practice.
9. Demonstrate self-directed and originality in problem-solving.
10. Demonstrate the ability to analyse, synthesise, interpret results, and communicate research outcomes clearly to specialists in specialisation or discipline.
11. Create strategic frameworks for planning and implementing the research project at a professional level.
12. Understand and apply the ethics of using genetic information and understand the basics of confidentiality in undertaking the research project.
13. Continuously advance knowledge, mutual understanding, and collaborative skills.
14. Exhibit strong interpersonal skills and a readiness to be leaders and innovators within the South African context.
15. Demonstrate disciplinary competence and mastery of specific subject areas in the qualification.

The following Associated Assessment Criteria will be applied in an integrated manner across the Exit Level Outcomes

• Apply appropriate theoretically grounded understanding of Islamic studies historically to the contemporary issues affecting Muslims and the world at large.
• Apply specialist knowledge of the central areas of the discipline or practices, including an understanding and evaluate the key terms, concepts, facts, principles, rules, and theories of the field, of Islamic studies; and advanced knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines, or practices.
• Integrate and apply knowledge, skills, attitudes, and values to solve complex and unpredictable social and religious problems in the global society, systematically and creatively.
• Combine key foundational, practical, and reflexive competence in Islamic Studies.
• 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 theoretical and conceptual frameworks, epistemological and ontological positioning, and philosophical underpinnings and foundations of Islamic Studies, to contemporary positional debates within the area of the study
• Demonstrate research expertise and interpret knowledge of the general field of Islamic Studies through breadth and depth.
• Work independently and in a group efficiently, engage in critical and analytical thinking, problem-solving, reflection and self-evaluation.
• Acquire information from a substantial body of knowledge, and analytical skills to synthesise, compare, evaluate, and summarise knowledge (using ICTs where applicable).
• Carry out an advanced independent research project in the field of study, apply advanced research skills, develop an argument, support claims, and provide solutions.
• Demonstrate the ability to contextualise the field of study, with a social, cultural, pollical, economic and historical relevance to the South African context.
• Explore and use as resources the diverse social and cultural settings of South Africa.
• Take decisions and act ethically and professionally.
• Justify those decisions and actions drawing on appropriate ethical values and approaches within a supported environment
• Plan and conduct their research among people in terms of strict ethical principles
• Demonstrate subject knowledge, curriculum process and content, and professional knowledge.
• Demonstrate a commitment to lifelong personal and professional development and actively participate in professional learning communities.
• Apply an advanced level appropriate research technique, make use of published work and source material effectively in the research process, and know the different theories in the research field.
• Explore Islamic ethical and moral values to promote understanding among the various communities, maintain social harmony, and apply moderation in contemporary religious discourses.

INTEGRATED ASSESSMENT

Integrated assessment is the end recording of the performance of learners against the overarching outcomes of the qualification. Assessment focus on the learner and the sound interpretation of a learner's performance measured against the outcomes of the qualification. Assessment is integrated with the teaching and learning process based on constructive alignment. The alignment of learning outcomes with teaching strategy and assessment criteria and tasks is an accepted principle in course design in higher education. Constructive alignment, therefore, aims at getting learners to take responsibility for their own learning and to engage them in-depth rather than in superficial learning. The following types of assessment are valid approaches within the framework of the institutional policy on assessment.

Formative Assessment

Formative assessment is an ongoing assessment with the purpose of enhancing learners' performance and the quality of teaching and learning. The learning achievements of learners can be recognized during a study unit and discussed with them for the purpose of improved learning. A form of formative assessment is continuous assessment and is often unplanned. This type of assessment provides lecturers with immediate information on the effectiveness of the teaching approach being used and/or the learners' attentiveness or understanding at a particular point in time.

The formal formative assessment opportunities per semester module will consist of 3-4 opportunities and 6-7 opportunities for year modules. The total required sub-minimum on formative assessments for entry to summative assessment will be between 40% - 60%.

Summative Assessment

Summative assessment is the evaluation of the overall performance of a learner and the results will be used to determine the level at which the learners have mastered the outcomes. and record how much learning has occurred at a given point in time.

Assessment can take many different forms and methods, e.g., tests, real-life practical tasks, presentations, portfolios, computer-based testing, quizzes, self-assessment, peer assessment, reports, assignments, projects, case studies and examination papers. The choice of assessment method will be determined by the constructive alignment of module outcomes, teaching strategy and method, and the assessment criteria.

Formal summative assessment will comprise two aspects, namely semester evaluation and final evaluation. Summative semester evaluation will count for 10% of the total mark and final examinations and/or final summative assessment opportunities at the end of the semester for 50% of the total mark.

The ratio for determining the final mark of each module will then be 40% formative assessment and 60% (50% + 10%) summative assessment. The module pass mark is set at a final mark of 50%. Learners receiving a final mark of 45-49% in a module will be offered a second summative assessment opportunity before being required to re-enrol for a specific module.

External and internal moderation

The purpose of external and internal moderation is to ensure that learners are consistently and accurately assessed. The internal moderation system will form part of the institution's system of self-evaluation and quality assurance. The formative and summative assessment of NQF Level 8 will be done by a first examiner and externally moderated by a second examiner who has the responsibility to quality assure the assessment method and corresponding memorandum and marking rubric.

A learner becomes a Master's candidate upon admission to the M.Div. in Usul-ud-Din program at Madina Institute. Masters learners are expected to write and defend a thesis as part of the prerequisites for graduation. The thesis defence precedes the Comprehensive Exams. Upon successful thesis definition and comprehensive exams, questions of personal and professional growth and other issues are addressed; the faculty reviews any recommendations or stipulations that arise from the assessment before they award the Master's degree.