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 THAT HAS PASSED THE END DATE: 

Master of Arts: Islamic Studies 
SAQA QUAL ID QUALIFICATION TITLE
4419  Master of Arts: Islamic Studies 
ORIGINATOR
Rand Afrikaans University 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Master's 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  256  Level 8 and above  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 2663/05  2006-07-01  2009-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-06-30   2013-06-30  

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 primary purpose of this qualification is to provide qualifying learners with various competencies.
  • Applied competence

    The learner should be able to demonstrate his/her understanding of the field of Islamic Studies. For this purpose the learner should have an advanced knowledge of important aspects of the Quaran, the Spread of Islam, Hadith (tradition) studies, the Shariah (Islamic law), as well as the role of Islam in politics. The learner should be able to interpret the primary documents of Islam critically, demonstrating both his/her knowledge of the field and his/her ability to analyse, synthesize and evaluate aspects of the field of study. These foundational competencies should finally be complemented by the practical competence to write a research paper on an aspect of Islamic studies.
  • Benefits to the learners
  • Establishment of a scientific approach to Islamic studies.
  • Personal development of learning and research skills, as well as the ability to evaluate modern problems in the light of Islamic thought.
  • Marketability and employability of the learner in various capacities, e.g. as teacher, civil servant or businessman.
  • Preparation for diplomatic services in the world, especially in the Middle East and Islamic countries.
  • Opening of access routes to further education and training e.g. doctorate in Islamic studies or Semitic Languages. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The qualifying learner should provide proof of acquired knowledge at a tertiary, academic level regarding the Sources of Islam, Islamic Jurisprudence and Politics. He/she should demonstrate the ability to write an essay (or essays) of which the contents should meet university standards with respect to technical aspects and creative research.

    A potential learner has to be in possession of an NQF-level 7 qualification (BA Honours degree) in Islamic Studies from any recognised university.
    In addition the learner's progress is monitored from year to year, allowing for the possibility that a learner may be refused continuance in a second or third year of study if (s)he did not make sufficient progress during the first years of study.

    Recognition of prior learning

    All potential learners who claim that they have achieved relevant prior learning which should give them access to the programme need to apply to the Accreditation Committee of the Faculty of Arts for recognition of prior learning.

    Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply in writing to the Departmental Chairperson of the department offering the module or modules the student wish to be credited for, clearly stating the title(s) of the module or modules they want to be credited for as well as the basis on which they believe the accreditation should be granted.

    The principles of RPL are subscribed to and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not to be to the detriment of the potential student and that his/her chances to succeed must be reasonable.

    The Committee will assess learners' competencies in order to determine whether they are eligible for a) access to, b) advanced placement in, or c) recognition of status for this qualification. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    EXIT LEVEL OUTCOMES 
    1. The learner should be able to demonstrate the ability to identify a research question relevant to the field of Islamic Studies, as well as the ability to formulate an appropriate methodology of approaching the research. The learner should also demonstrate the ability to provide a well-reasoned solution to the initial research problem.

    2. The learner should demonstrate the ability to work closely with (a) designated supervisor(s), producing research valued by the broader scientific community.

    3. The learner should provide proof of his/her ability to study source material and report on it at regular intervals. In this regard the learner should accept the responsibility to attend scheduled meetings, to keep in regular contact with the supervisor(s), to present sections of the research at the agreed times, and to make the changes to the research report as required by the supervisor(s).

    4. The learner should demonstrate the ability to formulate a relevant question, independently find relevant source material, interpret the material and purposefully integrate it into the argument of the dissertation. In particular, the views of other researchers should be related to the learner's own, providing a clear and logical solution to the research problem formulated at the outset.

    5.The learner should be able to formulate the views of other researchers in a clear and fair way, and should further be able to express his/her own views in precise and unambiguous language. For this purpose the learner should demonstrate his/her knowledge of technical language (jargon) pertaining to the field of study.

    6. The learner should be able to access different sources of information, inter alia library catalogues, references in books and scientific journals and the internet. Ideally the learner should also be able to make use of the available information technology to present the results of his/her research effectively.

    7. The learner should be able to view and evaluate any specific matter both within the context of Islam and also in broader socio-historical context. The learner should thus show an awareness of different approaches to any given matter, and should be able to locate and motivate his/her approach in relation to others.

    8. The learner should be able to make use of various learning skills, such as memorization of fundamental knowledge, debate with fellow learners and supervisors, gathering and evaluation of relevant information, and critical thinking.

    9. The learner should have an understanding of the position of the Islamic community within the context of the broader South African society, thereby advancing the principles of equality, fairness and tolerance within our shared country.

    10. The learner should at all times show sensitivity for the Islamic way of life, including the practices and values dear to Muslims. At the same time this sensitivity for Islamic culture should be paralleled by a sensitivity for other cultures co-existing with Islam in the South African society.

    11.The learner should ideally acquire the ability to demonstrate the practical relevance of his/her knowledge of, and insight into, Islam to potential employers such as government departments and agencies as well as business.

    12. Individual learners might be able to exploit their expertise in Islamic Studies to establish consulting agencies, thereby ensuring employment. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1. Is the learner able to identify a relevant research question? Is the learner able to motivate an appropriate methodology? Does the learner provide a well-reasoned solution to the initial research problem?

    2. Is the learner able to work closely with the designed supervisor?

    3. Does the learner successfully study source material? Does the learner present sections of the research to the supervisor(s) at the agreed times? Does the learner make changes to the research report as required by the supervisor(s)?

    4. Is the learner able to formulate a research question, find relevant sources, interpret the material and integrated it into his/her own research? Is the learner thus successful in providing a satisfactory solution to the formulated research problem?

    5. Is the learner able to clearly formulate the views of various other researchers? Can the learner effectively express his/her own views?

    6. Is the learner able to make use of the technological aids available to access information and present the results of his/her research?

    7. Is the learner able to view and evaluate relevant issues within the context of Islam and within its broader socio-historical context? Is the learner aware of the impact that different approaches to the issues might have on the views advocated?

    8. Does the learner have sufficient knowledge of the subject matter? Is the learner able to gather and evaluate relevant information? Is the learner able to engage in critical debates with his/her peers?

    9. Does the learner's knowledge, insight and attitude towards then subject matter reflect an understanding of the requirements for a common citizenship?

    10. Does the learner show the necessary sensitivity for Islamic and other cultures co-existing in South Africa?

    11. Can the learner convince potential employers of the value of his knowledge and insight into Islam?

    12. Are there opportunities for self-employment arising from the learner's research?

    INTEGRATED ASSESSMENT

    Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

    Formative assessment practices that will be implemented

    A range of formative assessment strategies is used. Formative assessment strategies include, among others, research assignments, short essays, and presentations in small groups. Opportunities for peer assessment are included.

    Summative assessment practices that will be implemented

    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of learners being required to write either one examination of three hours per module and a dissertation of limited scope (plus minus 80 pages), or being required to write a full-length dissertation (plus minus 150 pages). 

    ARTICULATION OPTIONS 
  • Access to qualification at lower level:

    Articulation is possible with an NQF level 7, or an equivalent qualification
  • Access to qualifications on the same level:

    The achievement of this qualification should give learners access to degrees in this field on level 8. Learners who have obtained this qualification may, with the permission of the Dean of the relevant faculty, enter a range of programmes in the social sciences mid-stream, given that the rules of access have been compiled with. Such learners will therefore be credited for prior learning.
  • Access to qualifications on a higher level:

    Having obtained this qualification, the following possibilities for further study on a higher level exists:

    *a doctoral degree programme in this field 
    		•

    MODERATION OPTIONS 
    o an external examiner is appointed to moderate both the examination and (mini-dissertation ) in the course of the summative assessment.
    o One external examiner is appointed, usually from the Departments of Islamic Studies or Semitic Languages at a South African University. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
  • A suitable assessor should be in possession of an NQF level 8 qualification (MA or equivalent) in Islamic related field of study.
  • An assessor should hold a position of Lecturer or higher at a recognised institution of higher learning, and have at least two years experience.
  • Previous experience of Assessment is required. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006. 

    NOTES 
    This MA with endorsement qualification is registered as a separate qualification only with SAQA. At the Department of Education it not registered separately, but is included in the registration of the generic BA. 

    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.
     
    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.