Sejahtera Academic Framework (SAF)

26 25 Bi’ah (ecosystem) Classes do not exist in a vacuum. The bi’ah is the ecosystem that does not simply support, but may at times, be drivers towards realising the transformative education process. Graduate attributes When all is said and done, at the end of their academic journey, students will leave the University. As IIUM alumni, it is expected that they will embody these graduate attributes exemplified under the core elements of Khalīfah, Amānah, Iqra’ and Raḥmatan lil- ʿ Ā lamīn . How this is manifested will differ depending on the level of study. Regardless of whether they are pre-degree or post- graduate students, they are nurtured to become balanced individuals who uphold the tawḥīd principle and contribute towards the community, making IIUM a beacon in manifesting the Falsafah Pendidikan Kebangsaan (FPK, National Philosophy of Education). The balanced IIUM graduate will encompass the expanded JERI+HAS domains explicated in the FPK (refer to section on FPK). (a) on the surface, emphasising on the pedagogy and not the person seems counter to the humanising principle. SAF intentionally focuses on the pedagogy and subsumes the person under it as the conduct of classes may not be fully dependent on the instructor. For transformative learning to happen, the instructors take the back seat, allowing students to explore, guiding as and when necessary. The nature of how this is done requires the instructor to have a firm understanding of pedagogical principles in assuming the murabbi role. In constructive alignment, the assessment is also a major part of the process. SAF also acknowledges the role played by non-academic assuming the teaching roles, such as the teaching assistants, the demonstration leaders, the lab technicians and the clinical trainers. Indeed, it takes the whole campus community to educate a student. (b) the physical space is as much a part of the bi’ah as the social environment. Hence, the roles of the masjid, the mahallah and the community should be considered and highlighted in the transformational education environment. (c) facilities will continue to be an integral part of any higher educationinstitution. They should not just be available, but they should be maintained and upgraded whenever possible to ensure the University’s capability in offering high quality educational experiences. (d) the support system consists of the agencies that not all students may not come in direct contact with but which remain essential in the University’s quest to offer the best educational experiences to the students, and the best working environment to the academic, professional and administrative staff. Religion Life Intellect Wealth Lineage HUMANISING EDUCATION Vision and Mission Vision Statement 7 Mission Statements Learning to know Learning to do Learning to live together Learning to be Learning to become Pedagogy Social Facilities Support System Murabbi , Assessment, TAs (LAs, Demo etc) Masjid, Mahallah, Community Library, Labs, Classrooms, Learning & Maker spaces, WiFi etc IT, Financial, SU/SRC, Counseling, Alumni, HR, Visa etc Bi’ah Falsafah Pendidikan Kebangsaan Balanced Graduate (JERIHAS) CFS • Islamic Fundamental Knowledge • Qur’ān • Tazkiyatun Nafs • Language • Programme required • Programme electives • Free electives • Non-credited extra-curricular • Student clubs • Societies • Sports Centre Required Programme Core Electives Co-curricular Khalīfah, Amānah, Iqra’, Raḥmatan li’l-ʿĀlamīn THE SEJAHTERA ACADEMIC FRAMEWORK FOR FOUNDATION STUDIES