SCHOOL OF MAQASID STUDIES [SOUTH AFRICA]

FUNDING PROPOSAL

S C H O O L O F M A Q A S I D S T U D I E S [ S O U T H A F R I C A ]

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Contents

1 EXECUTIVE SUMMARY ...................................................................................... 4

2 EDUCATIONAL LANDSCAPE IN SOUTH AFRICA ............................................ 9

3 INTERNATIONAL PEACE COLLEGE OF SOUTH AFRICA ........................... 10

3.1 Background ...................................................................................................... 10

3.2 Vision and Mission............................................................................................ 11

3.3 Values .............................................................................................................. 11

3.4 Value Proposition ............................................................................................. 12

3.5 Governance and organisational structure .......................................................... 14

3.6 Program Ethos and Education Philosophy ....................................................... 15

3.7 Programs and Events ....................................................................................... 16

4 SCHOOL OF MAQASID STUDIES ....................................................................... 17

4.1 Motivation ....................................................................................................... 17

4.2 Reasons for the establishment of the School ..................................................... 18

4.3 Vision, Mission & Strategic Objective of the School .......................................... 20

4.4 Program outcomes ............................................................................................ 20

4.5 Research philosophy ........................................................................................ 22

4.6 Program design and development ..................................................................... 23

4.7 Master’s program content ................................................................................. 24

4.8 Target market .................................................................................................. 27

4.9 Admission requirements ................................................................................... 27

4.10 Program requirements ...................................................................................... 28

4.10.1 Program structure ..................................................................................... 28

4.10.2 Assessment strategy .................................................................................. 29

4.10.3 Program duration ...................................................................................... 29

4.11 Chair of Maqasid Studies .................................................................................. 30

4.11.1 Appointment of the Chair of Maqasid Studies ............................................ 30

4.11.2 Infrastructure of the School of Maqasid Studies ......................................... 31

4.12 Faculty Members.............................................................................................. 33

5 FUNDING ............................................................................................................. 34

5.1 Funding required .............................................................................................. 34

5.2 Financial and risk management ........................................................................ 35

6 BUDGET ............................................................................................................... 36

6.1 Endowment Fund - Growth Investment ........................................................... 36

6.2 Operating Investment Fund ............................................................................. 36

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1 EXECUTIVE SUMMARY

The world is facing unprecedented challenges and upheaval across communities

and nations, at all levels. From political instability to economic uncertainty; from social

crisis to moral decay - the world that the 21st century individual experiences is in

constant flux and uncertainty.

Since the beginning of this century, the Muslim world has been in a state of uninterrupted

war, the Arab Spring amplified this instability. During the past twenty years Islam has

experienced unprecedented exodus of Muslims from its homelands to the West. At the

same time there is a global increase in interest in Islam as a moral compass as evidenced

by the Pew reports figures on the growth of Islam in the west.

Furthermore almost every single western University has in the past decade initiated

academic programmes and research geared to the study of Islam. Globally there has been

great interest in the study of Islam as a civilization, its past contributions and scientific

inventiveness as well philosophical and sociological contributions.

The Islamic Peace College SA, recognising that Islam has much to offer the world in all

spheres of human endeavour and existence, has made a strategic decision to establish a

robust, high quality School of Graduate Studies as well as to increase its research

capacity of world class standard.

In line with this decision, IPSA is embarking on a five-year strategic development plan

called “IPSA Vision 2020” that will include the establishment of a School of Graduate

Studies that offers fully accredited programmes. It will also establish the Shatibiy Chair

in Maqasid Studies in January 2016 which will serve as an international area of focussed

research in Applied Islamic Law. Towards the end of 2016 IPSA will convene an

International Convention/Conference focussing on Maqasid as-Shariah that will also

coincide with the launch of the School of Maqasid studies.

Starting 2016, IPSA will be entering a new phase on its trajectory as a provider of quality

higher education that serves the needs of the Muslim community both locally and

internationally. It is launching its very first post graduate programme - the Bachelor of

Arts Honours in Islamic studies (BAHIS).

The College has secured an impressive panel of international scholars and academics as

well as qualified local scholars that will serve as faculty on the BAHIS programme. This

programme is the first and only option for South African Muslims to study Islam at a

post graduate level at an Islamic institution of Higher Learning, taught by highly

qualified Muslim scholars and professors of international note.

The focus of the BAHIS programme will be to develop the methodology, framework and

research skills required for further post graduate study at masters level. IPSAs

educational philosophy and approach is one that is firmly rooted in Qurán, Hadith, and

the rich history of fifteen hundred years of traditional scholarship, whilst it will

essentially focus a contemporary and future orientation over an historical orientation. It

will emphasise a holistic approach over simplicity, moral values over literalism, a multi-

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dimension approach over binarism, re-contruction over deconstruction and purposes and

principles over rules.

IPSA is currently in the process of developing its submission to the Higher Education

Qualification Committee within the Centre for Higher Education for accreditation of a

Masters Degree in Islamic Thought (MAIT). This Masters programme will be offered at

IPSA beginning 2017, inshallah. Through the MAIT programme IPSA will encourage the

field of Maqasid as-Shariah as an approach to the study and research of the contemporary

issues facing Muslims and humanity at large.

Globally the International Peace College SA is perfectly positioned to offer the BAHIS

and MAIT programmes and to serve as the international seat of research in Maqasid

studies given its vision, history, geography, scholars, students, facilities and community.

Furthermore, the educational environment of South Africa created through the principles

of its Constitution coupled with the policies and regulations governing the quality of

educational programs and service delivery in the education sector is conducive for the

paradigm shift in Islamic studies through the implementation of the maqasid approach.

The objectives of the IPSA academic offerings are:

Foundation program: objective is to develop the academic skills of the students in

order to meet the minimum admission requirements.

Undergraduate degrees: objective is to develop the academic and knowledge

competencies of the students.

Honours degrees: objective is to develop the technical and critical thinking

competence of the students underpinned by ability to analyse and synthesise current

conditions in the context of the maqasid al-shariah framework.

Master’s qualification: objective is to develop the research and publication

competence of the students in the field of Islamic studies using the maqasid approach

to solve challenges encountered by individuals, communities and nations.

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The research strategy and outcomes are as follows:

Research focus: the research focus is in the field of Islamic Thought that is

contemporary and relevant in addressing the social concerns of justice, poverty,

transformation and discrimination.

Research value: research output must be practical and implementable in dealing

with the social, political and economic ills of society.

Research relevance: research must promote the principles and methodology

underpinning the philosophy and relevance of maqasid al-shariah.

During 2013 IPSA took a decision to establish a research centre in applied Islamic law.

Pursuant hereto IPSA has entered in a strategic dialogue with Dr Jasser Auda towards

establishing the Shatibiy Chair of Maqasid Studies during 2016.

The infrastructure of the School of Maqasid Studies fall within the governance structures

of IPSA and incorporate the following:

The following funding is required for the establishment of the School of Maqasid Studies:

NATURE UTILIZATION US $

Grant fund For the development of the infrastructure

of the School, the appointment of the

Chair of Maqasid Studies and subsidies the

operating costs in its initial years.

1,500,000

Endowment fund For the establishment and development of

the Research Centre for Maqasid Studies,

research journal and the infrastructure

and expansion of the School.

3,500,000

Conference and Launch For hosting an International conference of

Maqasid Studies in Cape Town and the

official launch of the School of Maqasid

Studies

150,000

TOTAL FUNDING 5,150,000

School (Chair) of MaqasidStudies

Research Centre

Research manager

Research administrator

Publications

PublisherContent editor

Program design

Curriculum designer

T & L expert

Quality assurance

QA officer

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The grant fund will fund the first 4 years of the establishment of the School of Graduate

Studies as well as the Shatibiy Chair of Maqasid Studies and will be utilised in 4 equal

tranches of approximately $300,000 per annum. To ensure the effective and smooth

function of the operations of the School it is preferable if the grant can be provided in full

at the beginning of the first years or equal instalments at the beginning of each of the 4

years.

The endowment fund will be used and managed as an investment fund for the

development and expansion of the School, The capital amount received will be repaid at

the end of 10th year after the investment in the endowment Fund. It is preferable if the

endowment fund can be received in 2016 with the establishment of the School.

The following are the milestones of the implementation of the proposal:

Establishment of the Chair for Maqasid studies – primary responsibility for promoting

scholastic research and publications

Accreditation of the Honours and Masters qualification – recognition and articulation

within the educational framework of South Africa

Hosting a Convention with a theme on maqasid al-shariah – hosting a convention

promoting the school and research in the field

Launch of the School of Maqasid Studies – establish the school as the global centre for

studies in maqasid al-shariah

Produce research publications and articles in international journals – develop graded

researchers through peer reviewed publications

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The following is the implementation plan for the project:

Phase 1: Implementation of Honours program

Implement the Honours Program with effect from January 2016

Obtain accreditation of Honours Program from SAQA

Phase 2: Establishment of Chair for Maqasid studies

Presentation of funding proposal – October 2015

Develop the infrastructure for Chair

Appointment of Chair – January 2016

Development of master program – January 2016

Application for accreditation of Masters program – April 2016

Recruitment of students the for Masters program – February 2017

Phase 3: Hosting of Convention

Planning of convention – April/May 2016

Call for papers and review of papers – June/July 2016

Convention and Launching of School – November 2016

Phase 4: Establishment of School of Maqasid studies

Develop the infrastructure for school – November 2015

Recruitment and appointment of staff – January 2016

Develop strategic document for global research centre

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2 EDUCATIONAL LANDSCAPE IN SOUTH AFRICA

The educational landscape in South Africa is governed by:

(a) The Constitution of South Africa which was written post the apartheid era and serve

as the founding document for the ushering in of the post 1994 democratic government

after a bloody and discriminatory past. The Constitution has the Freedom Charter of

the African National Congress (ANC) developed by the leaders of the struggle against

human oppression and discrimination, including persons amongst others such as

Nelson Mandel and Muhatma Gandi. Enshrined in the Constitution is the inalienable

right to freedom and tolerance of religion and education. This promoted a paradigm

shift in the educational sector which was built on the fundamental principles of

Christianity through the enforcement of the doctrines of the Dutch Reformed Church

which restricted the teaching of other religions at the discretion of the state. Different

religious studies were housed in many of the higher education institutions and

universities under the auspices and control of a department dominated by the

doctrines of Christianity. However, the post 1994 Constitution allows for the

establishment of educational programs in all without any discrimination to religions

and ushered in the mushrooming of Islamic educational institutions of which Islamic

Peace College of South Africa (IPSA) is the first higher education institution

promoting the study of Islam.

(b) The higher education institutions are governed by the various Education Acts and

policies with the primary objective of granting autonomy to such institutions but also

ensuring the accreditation of qualifications and programs to ensure uniformity of

standards and content while at the same time allowing for articulation between

different institutions for similar programs without prejudicing the academic

development and progress of learners.

(c) The quality of education at higher institutions and the programs are governed by the

South African Quality Authority (SAQA) which is an independent state entity which

is responsible the accreditation and management of educational programs offered by

post-school educational programs as well as the accreditation and approval of higher

institutions as education service providers.

The Constitution and some of the policies and regulations governing the offering of

programs by higher education institutions creates an environment that promotes the

quality of higher education as well as the promotion of scholastic research and

publications for the benefit of society and the global nation.

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3 INTERNATIONAL PEACE COLLEGE OF

SOUTH AFRICA

3.1 Background

In 2005The International Peace College South Africa (IPSA), celebrated its inauguration

at an historic occasion of a joint graduation of merging partners - the former Islamic

College Southern Africa (ICOSA) and the Darul Arqam Islamic Institute.

Today, ten years later, IPSA is the first and only Islamic institution registered by the

Department of Higher Education and Training (DHET) in South Africa offering

accredited programmes, aHigher certificate in Islamic Studies and a

Since its inception, IPSA has taken an active interest in the development of Islamic

Scholarship and Research at a national level. Its commitment in this area is demonstrated

by the range of programmes it offers at different levels in Islamic education. These

include: The Higher Certificate in Islamic Studies, and Bachelor of Art in Islamic Studies

and Bachelor of Arts Honours Degree in Islamic Studies as well as numerous public

programmes and on-going efforts to develop new relevant academic offerings serving

society in general and the Muslim community in particular. IPSA is launching a special

Chair and the School of Maqasid Studies to meet the growing demand for authentic

research and post graduate programmes within the Muslim community.

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3.2 Vision and Mission

Our Vision

To build International Peace College South Africa as the leading Centre of Islamic

education which:

contributes to revitalizing the intellectual and spiritual dynamism of the Muslim

Community as exemplified by the Qur’anic principle of wasatiyyah (the middle-way)

and demonstrated in a rich Legacy of scholarship spanning more than 1400 years.

promotes the authentic and historically grounded expression of Islam in South Africa

- a heritage which comprises more than 350 years of integration to context whilst

consciously mitigating the perils of assimilation and isolation.

prepares students and academics to play a meaningful and catalytic role in

contributing towards the creation of a just social order in South Africa and the world.

Mission

To produces scholars, intellectuals and leaders who combine the qualities of faith, good

character and knowledge in their learning, teaching and research in an environment that

fosters tolerance and appreciation for pluralism, intercultural understanding and

civilizational dialogue.

3.3 Values

The values of the institution are embedded in the following:

Knowledge for the quality of life

Virtues that preserve and

promote dignity

Civilization that promotes

global citizenship

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Knowledge: create an environment that promotes and encourages the generation of

knowledge and scholastic research that is focused on contributing to improvement of

the quality of life of communities and nations through mutual respect.

Virtues: promote education and scholastic research across disciplines and discourses

which adds value to the fostering and protection the dignity of humanity and respect

that ensures equity and reduce discrimination in all aspects.

Civilization: promote scholastic and practical research and publications that

contribute to the development of good governance and global citizenship that

permeates tolerance through collective understanding and communication.

3.4 Value Proposition

Islamic education: offer education programs in Islamic studies which are

contemporary, current and relevant to addressing the individual, community and

social challenges at a personal. Secular and spiritual level.

Thought leadership

Instrument of societal change

Research output and publications

Scholastic and action reseach

Islamic education

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Scholastic and research: develop a culture of research in the field of maqasid al-

shariah that contribute to academic knowledge discourse and the improvement of

societal challenges through its practical and implementable nature.

Research output and publications: promote the quality research output and

publications internationally which has positive impact on enhancing the study in the

field of maqasid al-shariah and the global citizenship of communities and nations.

Instrument of societal change: apply the research output as a catalyst to address

socio-economic concerns of communities and nations in order to develop an

environment that is conducive for changing the conditions of humanity.

Thought leadership: promote research that contributes to the alleviation of

attitudes and behaviours towards religious beliefs and extremism through the

development of intellectual interaction and discourse.

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3.5 Governance and organisational structure

The program is managed by the Dean of Graduate Studies at IPSA. Administrative staff,

classrooms and office space are made available at IPSA, and a special account is created

for managing donated funds/endowments, student fees, faculty compensations, research

grants and student scholarships.

Board of IPSA

Post graduate studies

Chair of Maqasid Studies

Research Centre

Publications

Stakeholder management

Undergraduate studies

Dean of graduate studies

Program management

Program accreditation

Program review

Student administration

Registrar

Student admission

Student registration

Student performance

Finance

CFO

Financial management

Financial accounting

Financial reporting

Risk management

Risk officer

Compliance management

Risk management

Governance

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3.6 Program Ethos and Education Philosophy

IPSA is an Islamic institution of higher learning founded on the Islamic principles of

service to the almighty through acquiring, disseminating and practising of the eternal

legacy of Islam and its civilisation.

Being an institution founded in a non-Islamic environment and society in South Africa,

the thrust of the academic programmes are to harness the great legacy of Islam and that

which are not in fundamental conflict with it from the civilisation we are surrounded with

and governed by and where Muslims have no sovereign authority.

The academic approach and education philosophy of IPSA is the implementation of our

legacy of many centuries and fitting it into context within a Muslim minority situation

where Islam as a Faith and a way of life and the existence of Muslims are enshrined in the

Constitution of South Africa which ensures freedom of religions and association without

discrimination without interference as elsewhere in the world.

The academic programmes of IPSA are structured to deliver this legacy through three

main areas of knowledge, viz. (i) Arabic as a language and key to unlocking the original

Islamic legacy from its original sources, (ii) Shari`ah Studies where Islamic Law and its

supporting modules feature are so set out as to have a distinctive, yet functioning system

within its environment; and (iii) Humanities subjects of a civilizational and community

specification as supporting modules to the two other main core spheres of learning at

IPSA. Although the programmes has specialised focus areas they are delivered and taught

in an integrative manner to form a functioning, relating and inter-supporting system of

learning.

Through the imparting of this legacy, students will develop scholastic competencies that

stimulate higher order thinking which are underpinned by a comprehension of the

foundational knowledge framework and critical and analytical thinking skills with the

primary objective of applying it practically to their lives and that well-being of their

community.

Through the programmes at IPSA, the rich heritage of Islamic knowledge which our

ancestors brought form foreign lands, in beliefs and its practical expressions, community

existence, leadership, sound and moral conduct and humaneness is being continued as

brought originally to the world by our Prophet Muhammad (s.a.w) many centuries ago.

Thus, the service IPSA graduates will bring forth is the conformation of the nearly 1500

year old legacy founded in Arabia and which changed the world and is still changing the

world with its humane offerings to all beings.

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When designing courses and programs IPSA placed great emphasis on the effectiveness of

the teaching and learning process and serious considered the pedagogy, methodology and

instructional strategy. After much research and consultation IPSA decided to base its

education philosophy on the famous “Seven Principles for Good Practice in

Undergraduate Education” as developed by art Chickering and Zelda Gamson.

IPSA refined its Computer lab and acquired an E-board which enabled it to improve its

teaching and learning strategy by the introduction of a blended Learning approach and

supporting students in adapting and coping in a highly digitized environment of 21st

century skills requirements.

3.7 Programs and Events

Student development in global leadership Course

The Global Leadership and Life Orientation Course as part of the IPSA Enrichment

Programme which facilitates and provided an opportunity for youth who had just

completed matric and wanted to take a year to enrich their lives, get to grips with Islam,

consolidate a better Islamic identity and develop the needed life skills before pursuing

their studies and careers. The course was also intended to create scaffolding for many

students who do not meet the minimum academic entry requirements to embark on

IPSA’s bachelor’s degree in Arabic & Islamic Studies.

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4 SCHOOL OF MAQASID STUDIES

4.1 Motivation

The world is facing unprecedented challenges and upheaval across communities and

nations, and Islam has largely been an untapped well of ideas and approaches that can

provide a platform that can be the catalyst and instrument to address them. In modern

history the contributions of Muslims have fallen behind the rich and revolutionary

thought leadership of Islam as tool for social change and equality. Moreover, the core

Islamic values that include unity of humanity and creation, seeking of knowledge,

establishing justice, welfare and peace have found limited expression in the modern

academic disciplines and their application for the benefit of societies and nations.

By definition, maqasid al-shariah are the purposes, objectives principles, goals, outputs

and intents of Islamic jurisprudence. The maqasid approach insists on the centrality of

the underlying principles of Islam and distinguishes between those aspects of the

deen/faith that are immutable as opposed to those that are open for interpretation in

accordance with time, space, context, intent and culture. In doing so it leverages both the

substance and methods of the sources of Islamic studies to offer humanity viable solutions

to current problems and challenges. The defining criteria of the maqasid approach is

underpinned and driven by justice, mercy, wisdom and the common good of all humanity

and creations.

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Although maqasid studies have gained interest and recognition over the past two decades

through numerous independent initiatives around the world, there has been no serious

formal and structured educational strategies to develop and implement qualifications and

research with a specific focus to addressing contemporary challenges using the maqasid

approach. The impact of unstructured programs in the maqasid approach to Islamic

education and research has limited the significant contributions can make to providing

thought leadership and solutions to the multitude of human endevours and challenges.

The current turmoil and human suffering across the world can be attributed to the lack of

governance and didactics of geo-politics which have ignores efforts to critique and re-

think the inherited methodologies and frameworks, whether from the Islamic literature of

Al-syasah Al-Sharíyyah or conventional western policy/governance studies. Thus far

there is no framework that approaches public service through from a maqasid lens which

has as its strategic objective the welfare and dignity of humanity. The lack of the

application of the maqasid approach has been restricted through the application of

Islamic thought dominated by a juridical lens when tend to ignore the Islamic

contributions to arts, sciences, humanities and social sciences. Thus the critique of

traditional Islamic thought remains spurious and frugal and the potential of maqasid al-

shariah has been unexplored in regenerate effect thought leadership that will contribute

to changes in the conditions and sufferings of humanity.

Muslim youth, activists, academics and professionals are looking to Islamic education and

scholarship to enhance their capacities to respond to the inter-dependent complexities of

spiritual, social, economic, political and environmental challenges for communities and

nations. The maqasid approach to Islamic education and scholarship can be used as a

catalyst to promote thought leadership in developing strategies, methodologies and tools

to address and resolve the strife engulfing humanity including the dangers of approaching

conflict with extremist ideologies and violence or the abandonment of Islamic values and

enterprise in pursuance of a homogeneous goal.

4.2 Reasons for the establishment of the School

Since its inception IPSA has been engaged in continuous process of promoting scholarship

and research that is relevant to the challenges of contemporary Muslim society and

specifically Muslims minorities living in a western context. IPSA has recognised the work

done by the Dr Jasser of the Maqasid Institute in this regard and has engaged him over

the past two years as a central figure at IPSA’s “series of seminars on Maqasid as

Shari’ah” during March 2014 as well as IPSA’s colloquium on the issue of Khilafat during

March 2015.

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IPSA has engaged in strategic dialogue with Dr Jasser Auda towards the establishment of

the IPSA School of Maqasid Studies (SMS). IPSA has to date secured a firm commitment

from Dr Jasser to become the steering figure for the establishment of the IPSA SMS.

During 2016 Dr Jasser will occupy the Chair of Maqasid studies which will finally be

located within the IPSA SMS.

IPSA is establishing both the Chair and the SMS with the goal of being a global hub for

rigorous research and application of the maqasid approach which will stimulate a

paradigm shift in Islamic studies world-wide. This paradigm shift forms the

fundamentals of its programs, through which we emphasise the importance of a future

orientation over a historical orientation, holism over simplicity, moral values over

literalism, multi-dimensionality over binarism, re-construction over deconstruction, and

purposes or principles over rules. Thus, the perspectives brought to bear by these two

units at IPSA opens up the enterprise of Islamic studies to diverse applications and re-

establish the discipline as a robust alternative to two dominant Islamic intellectual

trends; viz.

Literalism: At one extreme, literalism emphasises the literal word of the Scripts and

traditions while ignoring their meanings and contexts which has contributed to an

academic and practical paralysis that has not only been incapable of addressing

contemporary and current political, social and economic challenges. The literalism

philosophy to Islamic studies has also served to reinforce the status quo irrespective of

injustice and strife within and between communities and nations.

Contemporary critical studies: At the other extreme, contemporary critical studies

have been concerned with deconstructing basic Islamic Scripts, beliefs, moral values

and social institutions, thus divesting the discipline of its inherent capacity to address

the challenges with which these studies are purportedly concerned and in turn also

reinforcing injustice and contributing to conflict and extremism within and between

communities and nations.

Neither of the approaches even when they shy away from the extremes is capable of

advancing human dignity and well-being in an increasingly complex world when they shy

away from the extreme pedagogy of Islamic studies. Through its educational philosophy

IPSA attempts to address the major shortcoming of popular approaches that take literal,

piecemeal or fragmented views of the impact and implications that Islamic studies on the

realities of humanity and the world within a unified framework.

IPSA is the ideal place to develop the proposed Master’s program in Applied Maqasid Al-

Shariah, given its vision, history, geography, scholars, students, facilities and community.

Furthermore, the educational environment of South Africa created through the principles

of its Constitution coupled with the policies and regulations governing the quality of

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educational programs and service delivery in the education sector is conducive for the

paradigm shift in Islamic studies through the implementation of the maqasid approach.

IPSA is establishing a Master’s program in Applied Islamic Thought that will both

inform and be informed by the work done through the SMS.

4.3 Vision, Mission & Strategic Objective of the School

The vision, mission and strategic objective are aligned with that of IPSA but are specific

to the school in order to achieve its mandate.

Vision: Establish a school that will be the pre-emptive international institution for

research and publications in the field of maqasid al-shariah.

Mission: Promote the scholastic and action research and studies in Islamic education

using the maqasid approach that contributes to and impacts on the development of

morally guided and inter-dependent societies and nations.

Strategic objectives: Create an

environment that encourages the

promotion of Islamic scholastic and

education studies using the maqasid

approach that develop thought

leadership which are beneficial to

humanity through its relevance,

practicableness and implementability.

4.4 Program outcomes

Vision:

Pre-emptive international institute for

maqasid studies

Mission:

Promote research and publications to mold the

moral compass of humanity

Strategy objective:

Create an education and

research environment in

maqasid studies that are

relevant to societies needs

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The program will result in the following outcomes for each graduate:

Ability to apply their knowledge and competencies to make valuable contributions to

the development and well-being of their immediate communities and global societies.

Ability to foster a much needed critical dialogue with scholars and students of Islam

for bettering the condition of the multi-cultural and individuals and communities.

Ability to diagnose the symptoms and causes of contemporary problems and to apply

a multi-disciplinary Islamic approach to resolving them.

Ability of applying well established Islamic maqasid and values to daily activities and

public initiatives in an original and innovative way.

Ability of bridging the widening the gap between contemporary western and

international concepts and frameworks and those existing in the Islamic world.

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4.5 Research philosophy

The research philosophy and framework underpinning all output and postgraduate work

at IPSA has already been briefly discussed in section 4.2 above.

The research strategy and outcomes are as follows:

Research focus: the research focus is in the field of Islamic thought that is

contemporary and relevant in addressing the social concerns of justice, poverty,

transformation and discrimination.

Research value: research output must be practical and implementable in dealing

with the social, political and economic ills of society.

Research relevance: research that places emphasis on context and application.

4.6 Program design and development

The program design and development applies the model of competency-based education

and is implemented using a student-centred approach. The programs are designed as a

continuum of the educational process in the field of Islamic studies; which facilitate entry

into academic studies at institutions of higher education through to professional

qualifications.

The objectives of the program design are:

Foundation program: objective is to develop the academic skills of the students in

order to meet the minimum admission requirements

Undergraduate degrees: objective is develop the academic and knowledge

competencies of the students

Master's

Develop research competence

Honours:

Develop the critical thinking competence

Undergraduate degrees:

Develop the knowledge competence

Foundation program:Program aimed at students who do

not meet the admission requirements

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Honours degrees: objective is to develop the technical and critical thinking

competence of the students underpinned by ability to analyse and synthesise current

conditions in the context of the maqasid al-shariah framework

Master’s qualification: objective is to develop the research and publication

competence of the students in the field of Islamic studies using the maqasid approach

to solve challenges encountered by individuals, communities and nations.

The program is designed to bring together Islamic and western, old and contemporary,

traditional and critical scholarships - all within a framework of shared values. Students

are expected to make original contributions during their course of study based on their

unique professional and academic experience. Students are required to take a bottom up

approach to address one or more of the following ten areas. Theses written for this

program are expected to have an impact on the reality of individuals and societies by

taking a bottom-up approach to address contemporary challenges.

4.7 Master’s program content

The design of the Master’s Program in Applied Islamic Thought is a result of a

consultative process of academics in the MI structures. The program designed represents

a multi-disciplinary approach which responds to contemporary juridical, spiritual,

intellectual, aesthetic, political, social and economic challenges from an Islamic

perspective using the maqasid approach. The primary purpose of the program is to

contribute to the scholarly study and application of Islam to contemporary and current

challenges and provide global students with new methods of dealing with these

challenges. The program is designed to bring together Islamic and western, old and

contemporary, traditional and critical scholarships within a framework of shared values.

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Students are required to take a bottom up approach to address one or more of the

following ten areas with specific relevance to the challenges experienced in their

communities. Theses written for this program are expected to have an impact on the

reality of individuals and societies by taking a bottom-up approach to address

contemporary challenges. Thus, the following impacts are envisioned:

FIELD OF STUDY RESEARCH OUTPUT

Fatwa and Islamic law The research and theses focus on reviewing fatwa and

juridical reasoning, especially in areas of

social/communal concern, to ensure their alignment with

the maqasid of justice, mercy, welfare, dignity, life,

knowledge and peace. Special attention must be given to

the Muslim family law and fiqh of minorities. This

specialisation is opened only for students with

backgrounds in Shariah studies.

Growth and development The research and theses must emphasise the importance

of holistic development models that acknowledge the

fundamental nature (fitrah) and needs of humanity.

Both growth and development will be framed within

purposeful systems that do not promote either for their

own sake but rather as means to better the human

conditions and welfare.

Policy, politics and

leadership

The research and theses must provide a critique and re-

think conventional policy methodologies, theories,

frameworks and in turn public services from an Islamic

lens. A maqasid approach can be developed to foster a

more synergistic relationship between politics and policy

and to reinstate human welfare within an

interdependent universe as the end of both.

Arts and entertainment The research and theses must apply a maqasid approach

view of arts as an integral aspect of faith and social well-

being with the objective of encouraging a diverse artistic

expressions within a framework of Islamic values. The

primary focus and contribution lies in providing the

criteria by which arts and entertainment can flourish to

uplift the human spirit while avoiding the base

tendencies we have witnessed as parts of modernity.

Holistic education The research and theses address the shortcomings of

both traditional Islamic approaches that have generally

focused on narrow theological or legal understandings of

Islamic education while denying the ‘worldly’ element of

human activities, as well as on modern secular

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approaches that focus on the material world while

denying the spiritual nature of humanity.

Women and minority rights The research and theses must apply a maqasid approach

in contributing to the betterment of Muslim

communities is in the realm of women and minorities.

Equality is a fundamental tenet of Islam though this is

hardly evident in the reality of millions of women and

minorities worldwide. The objective of the research and

theses is to change perceptions, knowledge and

conditions by emphasising the correct interpretation of

related textual evidence.

Food and health The research and theses view food, health and human

security as the basis for development, growth and social

prosperity. There is great potential for the maqasid

approach to contribute to food and health issues at the

individual, communal, state, global levels. There is a

complex relationship between faith, food and health

that maqasid acknowledges in its traditional and

contemporary theories.

Social justice and civic

engagement

The research and theses must contribute to the

development of a theory or system of social justice that

is based on Islamic values and is capable of meeting the

aspirations of contemporary societies and resolving some

of the shortcomings of the current theories and systems.

Environment The research and theses must place humankind in a vast

and diverse universe that has numerous ecosystems

supporting all forms of life. Humans are challenged to

preserve their environment and show the same Islamic

values of mercy, wisdom, peace, protection, etc. to all of

God’s creation.

Interfaith studies The research and theses must promote interfaith

dialogue both in substance and process. The traditional

maqasid have evolved in such a way as to provide

common ground among diverse faith communities. This

approach also paves the way for new understandings

that serve to unify these communities and hence provide

a basis for mutual understanding and cooperation.

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4.8 Target market

The target market for the program consist of:

Undergraduate students:

undergraduates in Islamic studies who

intend to continue their studies and career

– objective is to develop national

capacity.

Global students: international students

who intend to continue the Islamic

studies – objective is to expand the

human resource network in the field of

maqasid al-shariah.

Scholars and researchers: scholars and

researcher who intend to promote the values and benefits of the maqasid approach to

Islamic studies – objective is to increase scholastic research and publication.

Professionals: professionals and career individuals who intend to improve themselves

and to contribute to the well-being of their communities using Islamic values and

principles – objective is to develop competencies that can be used to develop solution

to the challenges of communities and nations.

Ulema and Imamate: Islamic leaders who intends to develop themselves to improve

the quality in fulfilling their responsibilities and service to their communities –

objective is to improve the competence of ulema to have positive impacts on the

communities they serve.

General public: members of the public who intend to improve the spiritual and

Islamic life in order to actively contribute and participate in the development socio-

economic well-being of individuals, families and communities.

4.9 Admission requirements

The program is open to individuals who have:

Interest in building and strengthening their theoretical and practical knowledge of

Islamic thought and Maqasid Al-Shariah as it pertains to real contemporary challenges.

IPSA students

Global students

Scholars and

researchers

Professional individuals

Ulema & immamate

General public

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Completed an Honours degree (4 years or full BA/BSc) from a recognised university in

Islamic Studies or any other area of specialisation. Every student’s specialisation will

determine his/ her elective courses and thesis topic, on a case by case basis.

Achieved ‘good’ standing in their undergraduate studies. The international variations of

standards and grading systems is taken into consideration here. Fluency in English.

Students may be required to complete prerequisite courses before admission. Also, visiting

students who wish to enhance their knowledge and skills by taking one or more courses in

the program are welcome subject to approval, fees and guidelines.

4.10Program requirements

4.10.1 Program structure

Graduates for the Master’s in Applied Islamic Thought is a course-based qualification

which requires the completion of 8 courses and a thesis, divided over the following

components:

Course work: 4 core courses with an emphasis on maqasid al-shariah and maqasid

approach to Islamic studies and 4 elective courses focus on key issues within the

program content (refer to 4.7 above) chosen in consultation with the academic

committee (a total of 30 hours of actual instruction per course, and another 70 hours

of work per course, divided between self-study and tasks – all sum up to 100 hours per

course according to the South African system).

Core courses Elective Courses

Contemporary Islamic Thought Contemporary Islamic Law

Reading in Maqasid Al-Shariah Governance: An Islamic Perspective

Advanced Topics in Maqasid Al-Shariah Human Security: AN Islamic Perspective

Holistic Methodology & Strategic Approach Justice & Peace: An Islamic Perspective

Culture & Aesthetics: An Islamic

Perspective

Contemporary Muslim Societies &

Organisations

Selected Topics in Applied Studies

With the approval of the program directorate, students can

select one or two courses from another Master’s program offered

by other accredited universities in South Africa or abroad, in

lieu of one or two of the courses mentioned above. Based on

agreements between IPSA and universities in other countries

(potentially, so far, is International Islamic University Malaysia

IIUM, University of London in the UK and Carleton University

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in Canada), IPSA students could carry out part of their coursework or research there, at

additional fees.

Research proposal: student will be required to submit and defend the proposal for a

thesis;

Submission of thesis: Submission of a thesis (working on it for hours equivalent to 4

courses or 400 hours according to the South African system).

4.10.2 Assessment strategy

The assessment strategy for the program is based on the principles of competency-based

assessment which evaluates the holistic competence of the students, viz. the knowledge,

practical skills (application of knowledge) and attribute competence. The assessment

instruments used must be appropriate for the assessment objective and criteria; and may

include written assessments, technical reports, presentations and class participation. The

assessment instruments used must clearly outline the grading criteria or metrics used.

4.10.3 Program duration

The study plan is based on a minimum of 3 semesters and a maximum of 8 semesters

(based on the pace and capacity of the student and approval of the academic advisors).

Courses are taught in a module form, 3 weeks each, 2 weeks for instruction with 4 four-

hour sessions, and one week for exams. Four module sessions are available every semester.

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4.11Chair of Maqasid Studies

4.11.1 Appointment of the Chair of Maqasid Studies

IPSA will appoint will appoint the Chair of Maqasid Studies with the following key

responsibilities and work functions:

Responsibilities & Work functions Key Performance Indicators

Implementing and developing the

infrastructure of the School of Maqasid

Studies

Establishment of the School of Maqasid

Studies and the presentation of the operational

plan to the board

Stakeholder management and

development of relationships with

strategic partners

Conclude a minimum of 5 Memorandum of

understanding with key stakeholders in the

field of Maqasid Institutes and researchers in

the field

Recruitment of staff to execute the

post-graduate programs

Recruitment qualified staff to execute the post

graduate qualifications

Management of student recruitment,

admissions and registration

Register a minimum of 30 students for the post

graduate qualifications in the first year with

an annual incremental growth of 15%

Develop and design the academic

content of the programs

Develop and design the programs and content

for the post graduate qualification including

the application for accreditation by the

appropriate authorities

Management the fund raising activities

for the programs

Secure funding for the executions of projects

within the post graduate qualification

programs

Lecture a minimum of 3 courses per academic

year and supervise a minimum of 8 theses at

any given time

Implement the infrastructure to

establish a research journal for the

School of Maqasid Studies

Plan and develop the implementation of a

research journal in maqasid studies and

publish at least one journal within the first 3

years

Implement the infrastructure to

establish a research centre for the

School of Maqasid Studies

Plan and develop the implementation of a

research centre in maqasid studies within the

first year of the establishment of the School

Arrange conferences in the field of

maqasid studies

Arrange and co-ordinate one international

conference per year in the field of maqasid

studies

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The Chair is initially appointed for four years in order to foresee the graduation of 3

batches of students, the quality for the program and the first accreditation cycle.

Afterwards, the continuation of the Chair will be based on a mutual agreement. The time

commitment of the Chair in Cape Town depends on the 3 modules he will be teaching, the

theses he will be supervising, and other related academic events. IPSA appoints an

Assistant to the Chair to manage all the logistics of his work with IPSA.

4.11.2 Infrastructure of the School of Maqasid Studies

The infrastructure of the School of Maqasid Studies fall within the governance structures

of IPSA and incorporate the following:

Chair of Maqasid Studies: is directly responsible to the Dean of Graduate studies

and has the responsibility as delegated by the board to ensure the effective

management and growth of the School and its post graduate programs.

Research centre: The Research Centre will administered and managed by:

o a qualified and rated researcher with the specific responsibilities of (i) building

strategic relationships with researchers in the field of maqasid studies, (ii) promote

research in the field of maqasid studies, (iii) co-ordinate research activities, and (iv)

promote and facilitate the research output for publication in international and peer

reviewed journals.

o a qualified research administration with the specific responsibility of (i) assisting

and guiding students with their research, (ii) facilitate students in securing funding

for their research projects and activities, and (iii) co-ordinate the research activities

between students and supervisors.

Publications: the publications units will be responsible for establishing a research

journal in maqasid studies and will be administered by:

o a publisher whose primary responsibility is to manage the publications of the

School as well as securing sponsorships and funding to ensure the sustainability of

the journal and related publications; and (ii) co-ordinate the activities between the

editorial committee, (iii) co-ordinate and manage the production and distribution of

the journal, and (iv) secure subscribers for the journal.

Chair & School of Maqasid Studies

Research Centre

Researcher manager

Research administrator

Publications

PublisherContent editor

Program design

Curriculum designer

T & L expert

Quality assurance

QA officer

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o a qualified content specialist whose primary responsibilities include amongst other

(i) editing and layout of the journal, (ii) facilitate the training of students to publish

their research, and (iii) reviewing research publications in the field of maqasid

studies for analysis and critique.

Program and curriculum design: the program and curriculum design unit will be

administered by:

o a qualified curriculum developer whose primary responsibilities include (i)

developing curriculums and syllabi for the post graduate qualifications, (ii) apply

for accreditation for the post graduate qualifications and programs, (iii) develop

policy documents for the review of programs and curriculums, (iv) benchmark

curriculums and syllabi with similar qualifications, and (v) ensure compliance with

the regulations governing programs.

o teaching and learning expert whose primary responsibility includes (i) developing

strategies and teaching methods which are aligned with the philosophy of IPSA,

(ii) develop teaching and learning policies for the post graduate programs and

qualifications, (iii) design teaching workshops for staff, (iv) review the performance

of staff and the teaching practices.

Quality assurance: the quality assurance unit will be administered by a quality

assurance officer with the primary responsibility of (i) ensure the quality of the post

graduate programs, (ii) compliance to the teaching and learning policies, (iii) quality

of the research conducted by students and the research centre, and (iv) apply for

accreditation with ISO 90001.

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4.12Faculty Members

JASSER AUDA, Professor, Chair

Currently: Executive Director,

Maqasid Institute, UK

AHMED AL-RAISSOUNI, Professor

Currently: Professor,

Mohammad V Univ., Morocco

ASSOC. PROFESSOR Ovamir Anjum

Currently: Associate Professor,

University of Toledo, USA

MARIA KRISTIANSEN, Assoc. Prof.

Currently: Associate Professor, Univ. of Copenhagen, Denmark

BASMA ABDELGAFAR, Assoc. Prof.

Currently: Research Associate,

Carleton Univ., Canada

MOHAMED EL-SHINQITI, Assoc.Prof

Currently: Associate Professor, Hamad B. Khalifa Univ., Qatar

AASIM PADELA, Asst. Prof.

Currently: Clinical Lecturer, University of Michigan, USA

DAVID WARREN, Asst. Prof.

Currently: Fellow,

University of Manchester, UK

SABRINA LEI, Asst. Prof.

Currently: Director,

Tawasul Research Center, Italy

USAAMA AL-AZAMI, Lecturer

Currently: PhD Candidate,

Princeton Univ., USA

SHARIF BANNA, Lecturer

Currently: PhD Candidate,

Al-Azhar Univ., Egypt

ALI ABDEL MONEIM, Lecturer

Currently: PhD Candidate,

Islamic Univ., Indonesia

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5 FUNDING

5.1 Funding required

The following funding is required for the establishment of the School of Maqasid Studies:

NATURE UTILIZATION US$

Grant fund For the establishment of the Chair of Maqasid

Studies;

For the initial of financial implementation of the

Master’s programme;

For the development of the infrastructure of the

Master’s programme, School Maqasid Studies

(SMS); and

Part subsidise the operating costs in its initial

years.

1,500,000

Endowment fund For the establishment and development of the

School of Maqasid Studies;

Development of a Research Centre and research

journal within the School of Maqasid al Shari’ah;

and

Additional infrastructure and expansion of the

School.

3,500,000

Conference and

Launch For hosting an International conference of

Maqasid Studies in Cape Town in October 2016;

and

the official launch of the Endowment and School

of Maqasid Studies.

150,000

TOTAL FUNDING 5,150,000

NOTES ON FUNDING

The grant will fund the first 4 years of the establishment of the School of Maqasid Studies

and will be utilised in 4 equal tranches of approximately $300,000 per annum plus

inflationary increases. To ensure the effective and smooth function of the operations of

the School it is preferable if the grant can be provided in full at the beginning of the first

year or equal instalments at the beginning of each of the 4 years.

The endowment fund which will be used and managed as an investment fund for the

development and expansion of the School of which the initial capital amount received will

be repaid at the end of 10th year of the establishment of the endowment fund. The

endowment fund and the School of Maqasid Studies will be launched at the International

Conference on Maqasid al Shari‘ah during September – October 2016.

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5.2 Financial and risk management

The finance of IPSA including that of the School of Maqasid Studies is managed in terms

of good corporate governance, stringent stewardship and prudent financial management

principles; and include the following:

Budgetary systems: the operations of the IPSA are managed in accordance with

stringent budgetary policies which on the following principles:

- budgetary system is driven by a results based budget system which are aligned

with the strategic objectives of IPSA and the School of Maqasid Studies

- performance based monitoring and evaluation systems driven by regular

evaluation of variance analysis reports

- three year rolling budgetary system which encourage forward and medium term

planning and management

- disciplined budgetary management which restricts the cross subsidisation of

projects and activities within the operations of IPSA

Financial management systems: the funds of IPSA and the School of Maqasid

Studies are managed by stringent financial management principles which ensures the

effective utilisation of financial resources of IPSA through prudent investment

policies and decisions which ensure that sustainability of the projects and activities of

IPSA. The financial management practices include the investment of funds in Shariah

compliant investment opportunities and institutions.

Financial stewardship: the stewardship and fiduciary responsibilities of the board

and managements are monitored through the compliance and risk management

policies of IPSA, with a primary focus of ensuring that projects funds are managed in

compliance with the terms and conditions of the funding agreement.

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6 BUDGET

6.1 ENDOWMENT FUND - GROWTH INVESTMENT

SCENARIO 1 – 7.5% SCENARIO 2 - 10%

$ ANNUAL GROWTH $ ANNUAL GROWTH

Year 1 (4th Quarter) 3,500,000 - 3,500,000

Year 2 3,500,000 262,500 3,500,000 350,000

Year 3 3,762,500 282,188 3,850,000 385,000

Year 4 4,044,688 303,352 4,235,000 423,500

Year 5 3,648,039 273,603 3,958,500 395,850

Year 6 3,221,642 241,623 3,654,350 365,435

Year 7 2,763,265 207,245 3,319,785 331,979

Year 8 2,270,510 170,288 2,951,764 295,176

Year 9 1,740,798 130,560 2,546,940 254,694

Year 10 1,871,358 140,352 2,801,634 280,163

Year 11 2,011,710 150,878 3,081,797 308,180

2,162,588 3,389,977

Repayment 3,500,000 3,500,001

Net investment -1,337,412 -110,024

6.2 OPERATING INVESTMENT FUND

SCENARIO 1 – 7.5% SCENARIO 2 - 10%

$ ANNUAL GROWTH $ ANNUAL GROWTH

Year 1 - - - -

Year 2 - - - -

Year 3 - - - -

Year 4 - - - -

Year 5 700,000 52,500 700,000 70,000

Year 6 1,452,500 108,938 1,470,000 147,000

Year 7 2,261,438 169,608 2,317,000 231,700

Year 8 3,131,045 234,828 3,248,700 324,870

Year 9 4,065,874 304,941 4,273,570 427,357

Year 10 4,370,814 327,811 4,700,927 470,093

Year 11 4,698,625 352,397 5,171,020 517,102

Net investment 5,051,022

5,688,122

Gross investment 3,713,610 5,578,098

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