SAQA 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 
REGISTERED QUALIFICATION: 

Bachelor of Arts in Islamic Studies (Usul al Din) 
SAQA QUAL ID QUALIFICATION TITLE
122388  Bachelor of Arts in Islamic Studies (Usul al Din) 
ORIGINATOR
Madina Institute NPC 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree  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  360  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0824/24  2024-06-04  2027-06-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-04   2033-06-04  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
99758  Bachelor of Arts in Islamic Studies (Usul al-Din)  Not Applicable  NQF Level 07  360  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
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. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    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. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    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. 
    		•

    EXIT LEVEL OUTCOMES 
    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 
    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. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United States of America
    Institution: American Islamic College
    Qualification Title: Bachelor of Arts in Islamic Studies
    Credits: 120 Credit hours
    Duration: Four years full time
    Entry requirements:
    Learners must fulfil standard Bachelor's level requirements in general education, imparting a solid foundation in the humanities as well as the social and physical sciences.

    Learning Outcomes:
    On completion of the qualification, successful learners will be able to:
  • Articulate the shaping impact of historical, social, and political forces, events, and processes on Islamic discourses (disciplines)
  • Use Islamic forms of reasoning and/or scriptural texts/ opinions to analyze contemporary problems, especially in the American context.
  • Bring Islamic perspective in proposing actions to achieve social and political justice and solve problems concerning the environment.
  • Articulate, interpret and evaluate the narratives of various communities in the American Muslim experience.
  • Demonstrate intermediate proficiency in reading, writing, and speaking the Arabic language.
  • Articulate Islamic perspective on career/life choices.

    Assessments: Examinations at the end of each semester of the academic year

    Qualification structure:
    The qualification consists of the compulsory and elective modules.

    Compulsory Modules:
  • Elementary Arabic I, II, III compared to Arabic.
  • Intermediate Arabic I, II compared to Arabic.
  • Advanced Arabic I, II: compared to Arabic and Reading Religious Texts
  • Islamic Origins, History and Civilization
  • Muslim Spirituality
  • Islam in America
  • The Sciences of Hadith compared to Hadith Sciences (Ulum al Haditth)
  • Islamic Legal Reasoning (al-fiqh) compared to Islamic Legal Theory (Usul Fiqh)
  • Islamic Jurisprudence (al-fiqh): Theory and Application compared to Islamic Jurisprudence (FIQH)
  • Introduction to Qur'anic Studies compared to Quranic Sciences
  • Islam, Muslims, and the Media
  • Islamic Pastoral Care
  • The Fiqh of Islamic Ritual Practices compared to Islamic Legal Theory (Usul Fiqh)
  • Independent Study compared to Research I, II, III
  • Civic Engagement Internship

    Elective Modules:
  • History of Islamic Art and Architecture
  • Islam and World Cinema
  • Medieval Islamic and Jewish Philosophy
  • The Islamic City
  • Special Topics

    Similarities:
  • The American Islamic College (AIC) and the South African (SA) qualifications require learners who completed the secondary school qualification with a Bachelor's degree endorsement.
  • The Islamic Studies component of the AIC qualification features content and pedagogy commensurate with the disciplines of Islamic and Religious Studies, Qur'anic and Hadith studies, Islamic legal theory, classical Islamic theology and philosophy, Islamic spirituality, and allied social science, economic and political theories similar to the SA qualification.

    Differences:
  • The AIC qualification is offered over four years of full-time study whereas the SA qualification is offered over three years of full-time study.
  • The AIC qualification has a weighting of 120 credit hours while the SA qualification is weighted 372 credits.

    Country: Australia
    Institution: Charles Sturt University
    Qualification Title: Bachelor of Arts in Islamic Studies
    NQF Level: Australian Qualifications Framework (AQF) Level 7
    Credits: 192 Credit Points
    Duration: Three years full-time
    Admission requirements:
  • Minimum Australian Tertiary Admissions Rank) (ATAR) requirement, including adjustment factors.
    Or
  • Successful completion of two university-level subjects (AQF level Associate Degree or higher) demonstrating a reasonable prospect of success through the Grade Point Average (GPA) gained in these studies.
    Or
  • A completed AQF Certificate III or higher-level qualification.
    Or
  • 50% completion of an AQF Diploma level qualification
    Or
  • Successful completion of a Tertiary Preparation Course from an Australian University or an accredited provider demonstrating a reasonable prospect of success through the Grade Point Average (GPA) gained in these studies.
    Or
  • Special Tertiary Admissions Test (STAT) with an equivalent ranking to the currently listed ATAR

    Purpose:
    The qualification provides well-rounded knowledge in the disciplines of Islam. This qualification will benefit anyone seeking an understanding or appreciation of the Islamic faith for either career development or personal interest in careers, such as:
  • Chaplain.
  • Community liaison officer.
  • Religious educator.

    The qualification was developed in response to a growing need for understanding the Islamic faith in the Australian context, this degree provides Islamic education that offers the skills and qualifications of a university degree with a strong focus on classical Islamic studies.

    Assessments: Examinations are administered at the end of each semester of the academic year.

    Qualification structure:
    The qualification consists of the compulsory and elective modules which are structured as follows.
  • 10 Core subjects of 8 credits each
  • 4 Arabic Electives of 8 Credits each
  • 6 Islamic Studies electives of 8 credits each

    Similarities:
  • The Charles Sturt University (CSU) and the South African (SA) qualifications are offered over three years.
  • Both qualifications are registered at Level 7 of the AQF/SA NQF.
  • The CSU qualification requires learners who completed the second year of Higher School which is similar to the SA Senior Certificate.
  • Both qualifications were developed in response to a growing need for understanding the Islamic faith in the Australian and South African context.
  • Both qualifications consist of similar Islamic studies modules.
  • Both qualifications articulate vertically to the Honour's degree in a related field. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Advanced Diploma in Theology, NQF Level 7.
  • Bachelor of Arts in Pastoral Psychology, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Arts Honours in Islamic Studies, NQF Level 8.
  • Bachelor of Arts Honours in Religious Studies, NQF Level 8.
  • Bachelor of Theology Honours, NQF Level 8.
  • Bachelor of Theology, NQF Level 8.
  • Postgraduate Diploma in Islamic Finance and Banking, NQF Level 8.
  • Postgraduate Diploma in Theology, NQF Level 8.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.
     
    NONE 


    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.
     
    NONE 


    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.