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: 

Bachelor of Arts Honours: Islamic Studies 
SAQA QUAL ID QUALIFICATION TITLE
4425  Bachelor of Arts Honours: 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
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  160  Level 7  NQF Level 08  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 the necessary knowledge and research skills with regard to the written sources, practice (Shariah) and political manifestations (past and present) of Islam. These required abilities should enable them to gain the necessary background and expertise to enrol for MA. degree in Islamic Studies, or (if Honours is an exit level) to improve the quality of the learner's involvement in the religious communities, or services rendered in the field of teaching, diplomatic or cultural services, or business with the Middle East.

Applied competence
Practical competence
The learner should be able to demonstrate informed decisions regarding:
  • Islamic expertise to various groups of learners in the community
  • The strategic management of Islamic organizations, or those that need cultural-religious advice.
  • General Middle Eastern problems with an Arabic or Islamic focus.
    Foundational competencies
    The learner should be able to demonstrate an understanding of:
  • The various sub-disciplines of Islamic Studies;
  • Methods of accessing standard specialized literature pertaining to Islamic Studies;
  • Muslim and Western approaches to research within the field of Islamic Studies.
    Reflective competence
    The learner should demonstrate the ability:
  • To evaluate or integrate conflicting opinions within the relevant field;
  • To consider in a scientific way the application of Islamic principles within new environments.

    Benefits to the learners
    (a) Personal development of learning and experimental skills, and the evaluation of modern problems and their solutions vis-a-vis Islamic thought;
    (b) The establishment of a scientific approach to Islamic and comparative studies;
    (c) Marketing and employability within Islamic-related fields;
    (d) The opening of access routes to further education and training, for example a Higher Diploma in teaching, and an MA degree;
    (e) Preparation for a career in teaching, or for diplomatic services in the world, especially in the Middle East and Muslim countries. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners should have acquired knowledge of the written sources of Islam (Quran and Hadith), theological and doctrinal aspects (Shariah and Kalam) and its manifestation as an ideology and political force in the past (spread of Islam) and present (Islam and politics).
    They sould also be familiar with theoretical issues pertaining to the different sub-disciplines.
    Learners must be able to demonstrate their abilities by passing (50 % plus) a written or oral test in which theoretical and practical competencies are examined.

    A potential learner will be required to possess a NQF-level 6 qualification (BA Degree), including Islamic Studies 1 (32 credits), 2 (32 credits) and 3 (64 credits) as well as Arabic 1 (32 credits).
    Within the field of Islamic Studies, learners are assumed to have already acquired knowledge and understanding of:
    1. Islamic history
    2. Islamic Governance
    3. Quranic Themes
    4. Authentic Traditions
    5. Islamic Jurisprudential Issues

    Regarding Arabic, learners should have a profound knowledge and understanding of at least the grammar of standard written Arabic, and should be able to demonstrate the ability of making a literary and synthetic analysis of written Arabic texts.

    Recognition of prior learning:
    All potential learners who are not in possession of an NQF 6 level qualification (BA) need to provide proof of an equivalent qualification. Those who claim that they have achieved relevant prior learning that 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 moduleor 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 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 
    Exit-level Outcomes:
    1. Learners should be able to demonstrate their ability to apply the theoretical principles of problem identification and solving, an intermediate level, in the field of Islamic Studies, adhering to their chosen approach and being faithful to the ethos of the discipline.

    2. Learners should be able to practise acceptable social sensitivity in their relationships with others, particulary informed people, both orthodox and unorthodox and work effectively in a diverse group by implementing the relevant theory and reflecting on the consequences of the implementation thereof.

    3. Learners should be able to organise and manage themselves and their activities in the field of Islamic Studies effectively and responsibly, demonstrating self-responsibility towards the relevant field in particular and the scientific world in general.

    4. Learners should be able to plan and exercise medium level research in Islamic Studies by collecting, analysing and organising information and interpreting it critically by using applicable scientific methods.

    5. Learners should be able to communicate effectively, orally and in writing, with various academic role-players in the field of Islamic Studies and related fields by using language skills and visual methods where necessary.

    6. Learners should be able to utilise science and technology (e.g. written media, computer, internet) effectively and critically in the Islamic Studies environment.

    7. Learners should be able to develop an accountable, theoretical and practical macro vision of Islamic Studies within its local and international, general and academic environment and to define its place within the domain of religious and cultural studies.

    8. Learners should be able to explore various effective learning strategies to acquire the different capabilities necessary for the various sub-disciplines of Islamic Studies

    9. Learners should be able to promote responsible citizenship through their approach towards the holistic application of their capabilities in the field of Islamic Studies.

    10. Learners should be able to practise acceptable social, cultural and aesthetic sensitivity towards the (religious) community and informed people with whom they identify themselves as well as other communities and contexts.

    11. Learners should be able to acquire acceptable employment seeking skills for entry into the different sectors where there is a need for medium level experts in Islamic Studies and Arabic, by utilising the theoretical principles and reflecting on the application thereof.

    12. Learners should be able to develop entrepreneurial opportunities by reflecting on new venues for the application of skills and knowledge in the field of Islamic Studies. 

    ASSOCIATED ASSESSMENT CRITERIA 
    1.- Can the learners identify problematic issues, at an intermediate level, in Islamic Studies?
  • Can they define the various approaches to the relevant issues?
    Can they make a responsible decision and supply reasons for their choice?

    2. Can the learners practise acceptable social sensitivity in their relationships with others, both orthodox and unorthodox and work effectively in a diverse group by implementing the relevant theory and reflecting on the consequences of the implementation thereof?

    3. Do learners organise and manage themselves and their activities effectively and responsibly in the field of Islamic Studies demonstrating self-responsibility towards the relevant field in particular and the scientific world in general?

    4. Are learners able to plan and exercise medium level research in Islamic Studies by collecting, analysing and organising information and interpreting it critically by using applicable scientific methods?

    5. Do learners communicate effectively orally and in writing, with various academic role-players in the field of Islamic Studies by using language skills and visual methods when necessary?

    6. Do learners demonstrate the ability to utilise science and technology (e.g. written media, computer, internet) effectively and critically in the Islamic Studies environment?

    7. Are the learners able to develop theoretical and practical macro vision of Islamic Studies within its local and international environment and to define its place within the domain of religious and cultural studies?

    8. Do learners explore various effective learning strategies to acquire the different capabilities necessary for the various sub-disciplines of Islamic Studies and related fields?

    9. Do learners explore various effective learning strategies to acquire the different capabilities necessary for the various sub-disciplines of Islamic Studies?

    10. Do learners practise acceptable social, cultural and aesthetic sensitivity towards the (religious) community with whom they identify themselves as well as other communities and contexts?

    11. Do learners acquire acceptable employment seeking skills for entry into the different sectors where there is a need for medium level experts in Islamic Studies and Arabic, by utilising the theoretical principles and reflecting on the application thereof?

    12. Do learners develop entrepreneurial opportunities by reflecting on new venues for the application of skills and knowledge in the field of Islamic Studies?

    Formative assessment practices that will be implemented:
    Learners will be assessed via assignments, group projects, class tests and semester examinations

    Summative assessment practices that will be implemented:
    Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of written examinations portfolios and practical demonstrations. 
    		•

    ARTICULATION OPTIONS 
  • Access to qualifications on a lower level:
    Articulation is possible to related NQF level 6 qualifications such as teaching diploma or first degree.
  • Access to qualifications on the same level:
    Learners who wish to change over to another qualification on the same level as this qualification at this institution, or even other courses, may do so within the first three weeks of the semester. Credits for courses passed are retained.
  • Access to qualifications on the higher level:
    Having obtained this qualification, the following possibilities for further study on a higher level exists:
    *A postgraduate higher diploma;
    *MA degree (NQF level 8) qualification at any university. 
    		•

    MODERATION OPTIONS 
    a) External examiners are appointed to moderate the examination paper of the summative assessment phase. They are also asked to mark learner's examination papers particularly in the 50% (pass) or 75% (distinction) category.
    b) One external examiner per module is appointed, usually from the departments of Islamic Studies and Semitic Languages (or related departments) at a South African university. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    External examiners and moderators (assessors) from other universities, who have the relevant qualifications and are experts on the various disciplines, are appointed on the recommendation of the specific department by the Faculty of Arts. Assessors must have a prescribed minimum qualification.

    Assessors must have a certain academic service record and be familiar with the assessment practices of the specific field of study.

    Assessors must preferably have extensive experience of assessment at the same or a lower NQF-level. 

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

    NOTES 
    This BA Honours with endorsement qualification is registered as a separate qualification only with SAQA. At the Department of Education it is 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.