Crafting Space for Islamic Education: Questioning Neoliberalism in Qualification Frameworks

This study examines the role of National Qualification Frameworks (NQFs) invalidating Islamic Education (IE) within South Africa’s higher education system,guided by the South African Qualifications Authority Act (SAQA, 1995). WhileNQFs were designed to address historical educational inequities, this researchargues they align with neoliberal agendas, marginalizing traditional knowledgesystems (IKS) and religious education. Using an appreciative inquiry approach(Cooperrider, 1986), the study investigates convergence and divergence invalidating IE and mainstream education. Findings reveal that NQFs validateselected aspects of IE that are aligned with neoliberal frameworks, excludingspiritual and communal dimensions foundational to its holistic nature. Framedwithin debates on cognitive justice (Hoppers, 2021) and decolonization (Santos,2018), this research highlights the need for inclusive frameworks that honor theintellectual and spiritual integrity of Islamic Education.