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International Peace College South Africa Funding Proposal for development of the Shaykh Yusuf Graduate School of Maqasid Studies 2016-2019
Citation preview
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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