|All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.|
|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Occupational Certificate: Imaam|
|SAQA QUAL ID||QUALIFICATION TITLE|
|103264||Occupational Certificate: Imaam|
|Development Quality Partner - QCTO (HUMAN)|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|-||OQSF - Occupational Qualifications Sub-framework|
|Occupational Certificate||Field 07 - Human and Social Studies||Religious and Ethical Foundations of Society|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||455||Not Applicable||NQF Level 05||Regular-ELOAC|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.|
This qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
The purpose of this qualification is to prepare the learner to operate as an Imaam. An Imaam administers, manages and leads the congregation by guiding them towards living an ideal Islamic life and attending to their needs.
A qualified learner will be able to:
Formally recognised religious qualifications in South Africa have been limited to those for the formal Christian religious denominations. These qualifications exist mainly in institutions of higher learning.
Currently there are no formally recognised qualifications for practitioners within the Islamic faith.
The suite of proposed qualifications for Muslim practitioners will close this gap and provide redress for the past imbalances. It covers a sizeable spectrum of occupations that is currently in need for the Muslim community.
The training of religious practitioners is currently conducted through several Islamic learning institutes. These institutes take in learners from across the globe. The introduction of the proposed qualifications will facilitate appropriate standardisation across the various learning organisations and will enhance the ability of the institutes to contribute towards the overall professionalisation of the occupations. Learners will gain the professional skills that will enable them to serve the diverse needs of the community and contribute towards the moral regeneration of the nation.
This qualification is part of a suite of three qualifications focusing on Islamic religious practitioners, namely Muallim, Imaam and Aalim. The Islamic faith uses the services of persons from religious practice as practitioners for a range of duties within the community. In the case of the Imaam, qualifying persons will be able to work as congregational leaders of a mosque, facilitate community development, assist in dealing with a range of social issues, practice as Halaal Quality assurers and promote good lessons in the Darul Ulooms.
The Islamic faith is a fast-growing faith, locally and globally. The Imaam practices as the congregational leader for the Islamic faith, leading the congregants in the appropriate practice of the faith in their daily lives and interactions with the various communities. In this capacity, the Imaam serves as a community leader and is often required to interface with various socio-economic aspects of the community. The appointment of appropriately trained and qualified people in this context of an Imaam will enhance the practice of the faith and will support the important role that faith communities play within the nation.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Recognition of Prior Learning (RPL):
RPL for Access to the External Integrated Summative Assessment:
Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a statement of results or certifying a work experience record.
RPL for Access to the Qualification:
Accredited providers and approved workplaces may recognise prior learning against the relevant access requirements.
The entry requirement for this qualification is:
|RECOGNISE PREVIOUS LEARNING?|
|This qualification comprises compulsory Knowledge Modules, Practical Skill Modules and Work Experience Modules at Level 3, 4 and 5 totalling 455 Credits.
Total number of credits for Knowledge Modules: 126.
Practical Skill Modules:
Total number of credits for Practical Skill Modules: 127.
Work Experience Modules:
Total number of credits for Work Experience Modules: 202.
|EXIT LEVEL OUTCOMES|
|1. Foster a sound relationship with the Creator.
2. Instil a consciousness regarding the rights and responsibilities towards fellow man (HUQOOQUL IBAAD).
3. Administer, manage and direct the affairs of the congregation.
4. Conduct Halaal quality assurance.
5. Call congregants to prayer.
6. Conduct basic counselling.
7. Preserve and embed, and commit to memory the content of the Holy Quran it its entirety.
|ASSOCIATED ASSESSMENT CRITERIA|
|Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcomes 2:
Associated Assessment Criteria for Exit Level Outcomes 3:
Associated Assessment Criteria for Exit Level Outcomes 4:
Associated Assessment Criteria for Exit Level Outcomes 5:
Associated Assessment Criteria for Exit Level Outcomes 6:
Associated Assessment Criteria for Exit Level Outcomes 7:
Integrated Formative Assessment:
The Skills Development Provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment leads to entrance into the integrated external summative assessment.
Integrated Summative Assessment:
An external integrated summative assessment, conducted through the relevant Quality Council for Trades and Occupations (QCTO) Assessment Quality Partner, is required for the issuing of this qualification. The external integrated summative assessment will focus on the Exit Level Outcomes and Associated Assessment Criteria.
|For the purposes of international comparability, a comparison was done with recognised qualifications in Pakistan and accepted practices in the United Kingdom.
In Pakistan, Imaams are trained at Islamic Higher Institutions of learning and Darul Ulooms. The training normally forms part of a larger qualification for the Aalim.
The Aalim Qualification is equivalent to the Sadisa or Dora Qualification which is recognised by the Madaaris Federation of Pakistan. This Federation is a regulatory body which administers the assessment of learners who undertake tuition at hundreds of provider institutes throughout Pakistan. The learning is registered as a national qualification and graded as follows:
As highlighted above, the Occupational Certificate: Imaam compares well with international standards and practice outlined above.
|This qualification offers horizontal and vertical articulation opportunities.
This qualification articulates horizontally with the following qualification:
This qualification articulates vertically with the following qualification:
|CRITERIA FOR THE REGISTRATION OF ASSESSORS|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:|
|This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.