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 Honours in Islamic Studies 
SAQA QUAL ID QUALIFICATION TITLE
123432  Bachelor of Arts Honours in Islamic Studies 
ORIGINATOR
Madina Institute NPC 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours 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  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0729/25  2025-02-04  2028-02-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-02-04   2032-02-04  

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 does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
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. 
    		•

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

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    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. 
    		•

    EXIT LEVEL OUTCOMES 
    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 
    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. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: Australia
    Institution name: Charles Sturt University
    Qualification title: Bachelor of Islamic Studies (Honours)
    Duration: One year
    Credits/Points: 64

    Admission requirements:
  • A completed CSU Bachelor of Islamic Studies
    Or
  • Comparable degree from another tertiary institution. ·

    Purpose/Rationale
    This qualification will develop learners' research skills in Islamic studies through an original research project. Learners will gain advanced skills in Islamic studies methods; critical analysis of relevant literature; cogent and sustained argument; and clear, precise writing.

    Career opportunities
    Learners will be ready to make their mark in careers, such as:
  • Chaplain
  • Community liaison officer
  • Religious educator

    Course structure
    Modules:
  • Guided research, comparable to Research Methodology
  • Islamic Studies Honours project
  • Islam and Science
  • Contemporary Islamic Movements, comparable to Contemporary Islamic Thought
  • Interpreting Islamic Sacred Texts
  • Islamic Theology
  • Classical and Contemporary Thought
  • Islamic Economy
  • Banking and Finance

    Similarities:
  • The Charles Sturt University (CSU) and the South African (SA) qualification are both offered over one year.
  • Both institutions accept learners who have completed a bachelor's degree in the cognitive field.
  • The CSU qualification will enable learners to gain advanced skills in Islamic studies methods; critical analysis of relevant literature; cogent and sustained argument; and clear, precise writing.
  • Similarly, the SA qualification will also enable learners 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.
  • Both qualifications share similar modules such as Contemporary Islamic Movements, comparable to Contemporary Islamic Thought and Guided research, comparable to Research Methodology.

    Differences:
    The CTU qualification carries 64 points whereas the SA qualification carries 120 credits.

    Country: Malaysia
    Name of institution: Lincoln University College Qualification
    Qualification title: Bachelor of Islamic Studies (honours)
    Duration: Three Years Mode:

    Admission requirements:
  • Passed the Malaysian High School Certificate (STPM) with at least Grade C (CGPA 2.0) in one of the Islamic or Arabic Studies subjects and one other subject.
    Or
  • Diploma in Islamic Studies (Level 4, Malaysian Qualifications Framework (MOH)).

    Purpose/Rationale
    Islamic Studies is part of a moderate arts programme offered at the undergraduate level at this University. Islamic Studies attempts to revise the whole range of Islamic civilization and culture. Its main interests include, besides the religion of Islam, topics such as the socio-economic structure, military, administration, development of various sciences and thought, cultural life, cosmology, mysticism, literature and fine arts, and many other aspects of Islamic civilization. It provides learners with a prospect to revise the expansion of Islamic history, civilization and culture from an interdisciplinary perspective. Learners will gain insight about the understanding of key areas associated with Islamic Studies such as the foundation texts, early and modern history, philosophical and political thought, Muslim societies in majority and minority contexts, unity and diversity, as well as ethnicity and identity.

    Modules:
  • Fiqh in Historical Perspective, comparable to Usul Fiqh (Islamic Law)
  • Uloom al-Quraan
  • Islamic Research Methodology
  • Hadeeth Terminology
  • Arabic and Qur'an Reading
  • Arabic Grammar, comparable to Advanced Arabic
  • Introduction to Islamic Theology, comparable to Islamic Theology
  • Preparation of Thesis as Monograph
  • Computer Studies
  • English Name of the Institution

    Similarities:
  • The Lincoln University College (LUC) and the South African (SA) qualification are both offered over one year.
  • The LUC qualification aims to provide learners with insight about the understanding of key areas associated with Islamic Studies such as the foundation texts, early and modern history, philosophical and political thought, Muslim societies in majority and minority contexts, unity and diversity, as well as ethnicity and identity.
  • Similarly, the SA qualification offers a unique opportunity for learners to 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.
  • Both qualifications share similar modules such as Islamic Theology, Arabic, Usul Fiqh (Islamic Law).

    Differences:
  • The LUC qualification accepts learners who have completed a high school and Diploma qualification, whereas the SA qualification accepts learners who have completed an undergraduate degree in the related field. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Postgraduate Diploma in Islamic Finance and Banking, NQF Level 8.

    Vertical Articulation:
  • Master of Arts in Applied Islamic Thought, NQF Level 9.
  • Master of Islamic Studies, NQF Level 9.

    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: 
     
    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.
     
    1. Madina Institute NPC 


    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.