Sejahtera Academic Framework (SAF)

38 37 The framework is a conscious attempt to pull together the foundation of IIUM (its mission and vision), the Maqā ṣ id Ash-Sharī ʿ ah and the contemporary and future issues of the world today, both at the national and international levels. Education provides a platform for various parties to come up with solutions to what is happening in the world. However there should be no “one-size-fits-all” when it comes to specific approaches or content or even curriculum structure, but decisions made are done so after a careful consideration of institutional, local and global perspectives. Hence, it is important to have an institutional perspective of the various inspirational forces that have shaped the framework. This section will interpret the major concepts that are in the framework, contextualising them to IIUM. INSPIRATIONS INTRODUCTION SECTION 2 Fatima Al-Fihri (b. 800) used her wealth to found the oldest library in Fez, which was a part of the al-Qarawiyyin mosque. The mosque was established not just as a centre of worship but as a centre of study. THE NATIONAL PHILOSOPHY OF EDUCATION The statement of the National Philosophy of Education or better known as Falsafah Pendidikan Kebangsaan states, "Pendidikan di Malaysia adalah suatu usaha berterusan (lifelong) ke arah memperkembangkan lagi potensi individu secara menyeluruh (holistic) dan bersepadu (integrated) untuk mewujudkan Insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bagi melahirkan warganegara Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara" The IIUM Sejahtera Academic Framework is grounded on the University’s vision and mission and the Falsafah Pendidikan Kebangsaan (FPK). The FPK statement highlights several key elements which are: i. ii. iii. iv. IIUM embodies this under the concept of Insān Sejahtera. To realise this noble aim, the developmental domains of the individual, i.e., physical, emotional, spiritual, intellect, social, environmental and servant of Allah (JERIHAS) need to be well developed to their full potential and aligned to the Islamic values and principles based on the Qur’ān and Sunnah through the theory and practice of a balanced and integrated curriculum and co curriculum. What is fostered from such a curriculum would be individuals who possess good health, are physically fit and energetic; have harmonious and stable emotions; pure and strong spirituality; positive mind; high consciousness; are deeply knowledgeable and wise. These individuals are to be educated within the integrated concept of knowledge and education for mastering both the revealed knowledge and the derived human knowledge , to then recognise and be mindful of both types of knowledge. To complete the education process, students’ akhlāq , values, skills, and attitudes need to be given careful attention the development of individuals’ four domain potentials, JERI i.e. physical ( Jasmani ), emotional ( Emosi ), spiritual ( Rohani ), and intellectual ( Intelektual ); the University expands this concept to include the Islamic Philosophy of Education domains which are H ( Hamba Allah ), A ( Alam sekitar ) and S ( Sosial ) - to be referred henceforth as JERIHAS. in a holistic, comprehensive, and integrated manner; with the aim to produce a complete or perfect Insān ( insān kāmil ); who has a firm belief and faith in God, is obedient, and devoted to Him.