Recognition of Learning from Islamic Education in Higher Education in Sub-Saharan Africa

McDonald, Zahraa

Continentally, part of the vision of the African Continental Qualification Framework (ACQF), adopted by the African Union in 2022, is ‘to facilitate the recognition of diplomas and certificates’ (Hazel et al., 2022, 10). A qualifications framework is intended to improve the understanding of qualifications regarding the information they convey to an employer about prospective workers’ competencies (Evans-Klock, 2010, iii). Recognition of learning occurs when recognised authorities recognise qualifications, credits, or prior learning aligned to accepted norms and standards (Chiyaba et al., 2022). At the same time, the ACQF guideline for recognising learning is not explicit about how learning acquired through Islamic Education (IE) would be recognised.

Recognition of prior learning (RPL) allows learners who have not had formal education but have gained significant experience in a specific field to receive or upgrade a qualification (Chiyaba, et al., 2022). Chiyaba et al. (2022, 16) name ‘learning obtained through organised training not leading to an award’ non-formal learning. They further list faith-based institutions as one example where non-formal learning might occur (Chiyaba, et al. 2022, 8). As such many non-formal learning can be acquired at Islamic education institutions in South Africa (McDonald, 2013). In Sub-Saharan Africa, no qualification provided by Islamic Education institutions is known to be accredited and registered on a qualification framework. This research aims to contribute to developing procedures for explicitly integrating IE into higher education policy in Sub-Saharan African countries. The paper will be centred around asking how and in what ways learning from Islamic education institutions is recognised by higher education institutions in Sub-Saharan African countries. The paper is a desktop review of RPL frameworks and guidelines in Sub-Saharan Africa in order to consider how and to what extent learning from IE might be recognised.