i) Don da za a mayar da hankali da zurfafa Musulunci na ɗalibai masu karatun jami'a, wanda matakin karatun makaranta ya kamata ya gina shi gaba ɗaya, a kuma ɗaukaka wannan halayyar Musulunci har ta zama shugaba mai tsare da kuma yi wa muhimman al'amuran Ummah hidima, watau al'amuran da Musulunci ya wajabta wa Musulmi su ɗauka a matsayin al'amuran rayuwa da mutuwa. A lokacin da ba a aiwatar da Musulunci a matsayin tsarin mulki a rayuwa ba, muhimmin al'amari ga Musulmi shi ne kafa Khilafah da mulki da abin da Allah ya saukar. Amma idan Khilafah ta kasance, muhimmin al'amari shi ne kiyaye Daular Khilafah, da kiyaye Musulunci da rayuwarsa da aiwatar da shi a cikin Ummah, da ɗaukar da'awa zuwa duniya, da kuma fuskantar barazanar da ke yi wa haɗin kan Ummah da Daula. Al'adun Musulunci da ke hidima ga muhimman al'amura dole ne a koya wa ɗaliban manyan makarantu akai-akai, ba tare da la'akari da zaɓin da suka yi ba, don kiyaye rayuwa da mayar da hankali ga muhimman al'amuran a cikin tunani da zukatan Ummah (wojdaan). Wannan yana ƙari a kan zurfi da ƙwarewa wajen nazarin al'adun Musulunci a dukkan rassansa kamar fiqh, tafsir, Usul da sauransu, don samar da malamai, mujtahidai, shugabanni, masana, alƙalai, fuqaha da sauransu da ake buƙata, har Ummah ta bunƙasa ta kaɗai, ta aiwatar, ta kiyaye, ta kuma ɗauki Musulunci shi kaɗai zuwa dukkan duniya ta hanyar jihadi. Ya ce (SAW):

i) To focus and deepen the higher education students’ Islamic personality, that the stage of school education should have built completely, and raise this personality to become a leader who guards and serves the Ummah’s vital issues i.e. the issues that Islam requires Muslims to adopt as matters of life and death. In the absence of Islam’s application as a ruling system in life, the vital issue for Muslims is to establish the Khilafah and rule by what Allah revealed. Whereas when the Khilafah exists, the vital issue is preserving the Khilafah State, and to keep Islam alive and implemented in the Ummah, and to carry the Da’wah to the world, and confront threats to the Ummah’s unity and State. The Islamic culture that serves the vital issues must continuously be taught to higher education students irrespective of their chosen options, in order to preserve the vital issues’ vitality and focus within the Ummah’s mind and emotions (wojdaan). This is in addition to the depth and specialisation in studying Islamic culture in all its branches such as fiqh, tafseer, Usul etc in order to produce the required scholars, mujtahideen, leaders, intellectuals, judges, jurisprudents (fuqaha) etc until the Ummah exclusively flourishes, implements, preserves and carries Islam alone to the whole world via jihad. He (SAW) said:

Mutane biyu ne, idan sun gyaru, al'umma ma tana gyaruwa, kuma idan sun lalace, al'umma ma tana lalacewa: malamai da masu mulki. (Abu Nu'aim ya rawaito shi a cikin 'Al-Hulya').

صنفان من الناس إذا صلحا صلح الناس وإذا فسدا فسد الناس: العلماء « » والأمراء “Two types of people who, if they are righteous, the people are righteous and if they are corrupt, the people are corrupt: The scholars and rulers” (Narrated by Abu Nu’aim in ‘Al-Hulya’).

Kuma ya ce (SAW):

And he (SAW) said:

لا تَسْألَُونِي عَنِ الشَّ ر وَاسْألَُونِي عَنِ الْخَيْرِ يَقُولُهَا ثَلاثًا ثُمَّ ق الَ أَلا إِنَّ شَ رَّ « » الشَّ ر شِرَارُ الْعُلَمَاءِ وَإِنَّ خَيْرَ الْخَيْرِ خِيَارُ الْعُلَمَاءِ “Do not ask me about evil but ask me about good’, saying it thrice. He said: ‘The worst of evil is the evil scholars, and the best of good is good scholars’” (Narrated by Ad-Darimi in the book ‘Al-Muqaddimah’).

لا تَسْألَُونِي عَنِ الشَّ ر وَاسْألَُونِي عَنِ الْخَيْرِ يَقُولُهَا ثَلاثًا ثُمَّ ق الَ أَلا إِنَّ شَ رَّ « » الشَّ ر شِرَارُ الْعُلَمَاءِ وَإِنَّ خَيْرَ الْخَيْرِ خِيَارُ الْعُلَمَاءِ “Do not ask me about evil but ask me about good’, saying it thrice. He said: ‘The worst of evil is the evil scholars, and the best of good is good scholars’” (Narrated by Ad-Darimi in the book ‘Al-Muqaddimah’).

Dole a kula da yin taka-tsantsan don a samar da mafi kyawun malamai.

Great care must be taken to produce the best of scholars.

ii) Don da kafa rundunar da za ta iya kula da muhimman muradun Al'ummah, da kuma rundunar da za ta iya tsara tsare-tsare na gajeren lokaci da na dogon lokaci (dabaru). Muhimman muradu su ne wadanda asararsu ke barazana ga rayuwar Al'ummah, misali, sojoji masu karfi da za su iya kare Al'ummah, su kare muradunta, kuma su kai hari a gaba kan kafirai don isar da sakon Musulunci gare su. Daga cikin muhimman muradun Al'ummah akwai tabbatar da bukatun rayuwa kamar ruwa, abinci, masauki, tsaro da kula da lafiya. Manyan makarantu ya kamata su samar da masu bincike masu iya kirkire-kirkire, ta fuskar ilimi da aiki, wajen samar da hanyoyi da salo na zamani a fannonin noma, ruwa, tsaro da sauran muhimman muradu, wanda hakan zai ba Al'ummah damar ci gaba da tafiyar da al'amuranta bisa ga hangenta, tana mai dogaro da kanta. Ana yin haka ne ta hanyar kaucewa shiga karkashin tasirin kasashe kafirai saboda wata muradi.

ii) To produce a task force able to serve the Ummah’s vital interests, as well as a task force able to draw short-term and long-term (strategic) plans. Vital interests are those interests whose loss threatens the Ummah’s life e.g. a strong army able to protect the Ummah, defend its interests and pre-emptively attack the disbelievers in order to carry the Islamic message to them. Among the Ummah’s vital interests is securing essential needs like water, food, accommodation, security and health care. Higher education should produce researchers capable, both theoretically and practically, to innovate advanced means and styles in the fields of agriculture, water, security and other vital interests enabling the Ummah to continue to control its own affairs according to its own vision and self-sufficiently. This is done by avoiding falling under the influence of disbelieving state(s) because of an interest.

Ya ce Ta'ala:

He Ta’ala said:

﴿وَلَنْ يََْعَلَ اللََُّّ ليلْكَافييرينَ عَلَى الْمُؤْيمنيينَ سَبييلَ ﴾ "Kuma Allah ba zai taba sanya wa kafirai hanya a kan muminai ba." [An-Nisa'i: 141] Ilimi mai zurfi ya kamata kuma ya samar da ma'aikatan siyasa da na kimiyya masu iya gabatar da nazari na musamman da shawarwari domin kula da muhimman bukatun Al'umma, tare da mai da hankali na musamman kan tsara tsare-tsare na dogon lokaci (dabarun) da ake bukata domin Daular Khilafah ta yi wa wadannan bukatu hidima.

﴿وَلَنْ يََْعَلَ اللََُّّ ليلْكَافييرينَ عَلَى الْمُؤْيمنيينَ سَبييلَ ﴾ “never will Allah give the disbelievers over the believers a way [to overcome them].” [An-Nisa’: 141] Higher education should also produce political and scientific personnel able to present special studies and proposals to take care of the Ummah’s vital interests, with particular emphasis on drawing long-term (strategic) plans necessary for the Khilafah State to serve these interests.

iii) Shirya rundunar ma'aikata da ake bukata domin kula da harkokin Ummah dangane da alkalai, masana fiqhu, likitoci, injiniyoyi, malamai, masu fassara, manajoji, akantoci, ma'aikatan jinya da sauransu. Kamar yadda Dawla ta wajaba ta aiwatar da hukunce-hukuncen Musulunci yadda ya kamata a cikin mu'amaloli da laifuffuka (‘uqoobaat), haka nan ta wajaba ta tabbatar da bukatun yau da kullum na Ummah dangane da hanyoyi, asibitoci, makarantu da sauransu. Karatun wadannan fannoni wajibi ne na kifaya a kan Ummah, kuma Dawla dole ne ta cimma haka bisa Shari'ah.

iii) Preparing the necessary task force to take care of the Ummah’s affairs with respect to judges, jurisprudents, doctors, engineers, teachers, translators, managers, accountants, nurses etc. Just as the State is obliged to properly implement the Islamic rules in transactions and the penal code (‘uqoobaat), it is similarly obliged to secure the Ummah’s daily needs with respect to roads, hospitals, schools etc. Studying these specializations is a duty of sufficiency (kifaya) upon the Ummah, and the State must achieve this according to the Shari’ah.