i) Kuimarisha na kuzama zaidi utu wa Kiislamu wa wanafunzi wa elimu ya juu, ambao hatua ya elimu ya shule inapaswa kuwa imeujenga kikamilifu, na kuupandisha utu huu hadi kuwa kiongozi anayelinda na kuhudumia masuala muhimu ya Ummah, yaani masuala ambayo Uislamu unawataka Waislamu kuyachukulia kama mambo ya uhai au kifo. Pale Uislamu usipokuwa unatekelezwa kama mfumo wa utawala katika maisha, suala muhimu kwa Waislamu ni kusimamisha Khilafah na kutawala kwa yale aliyoyateremsha Mwenyezi Mungu. Ilhali pale Khilafah inapokuwepo, suala muhimu ni kuhifadhi Dola ya Khilafah, na kuendeleza Uislamu uwe hai na unatekelezwa katika Ummah, na kuubeba Da'wah hadi duniani kote, na kukabiliana na vitisho dhidi ya umoja wa Ummah na Dola. Utamaduni wa Kiislamu unaohudumia masuala muhimu lazima ufundishwe kwa wanafunzi wa elimu ya juu daima, bila kujali chaguo lao la masomo, ili kuhifadhi uhai na mwelekeo wa masuala muhimu hayo katika akili na hisia (wojdaan) za Ummah. Hili ni pamoja na kina na umahiri katika kusoma utamaduni wa Kiislamu katika matawi yake yote kama fiqh, tafsiri, Usul n.k., ili kuzalisha wanazuoni, mujtahidina, viongozi, wasomi, majaji, wanasheria wa fiqh (fuqaha) n.k. wanaohitajika, hadi Ummah usitawi, utekeleze, uhifadhi na ubebe Uislamu peke yake hadi duniani kote kupitia jihad. Alisema ﷺ:

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:

Aina mbili za watu ambao, wakiwa wema, watu wote huwa wema, na wakiwa waovu, watu wote huwa waovu: Wanazuoni na watawala. (Imepokewa na Abu Nu'aim katika '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’).

Na yeye (SAW) alisema:

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’).

Ni lazima kutiliwa maanani sana ili kutoa wasomi bora zaidi.

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

ii) Kuunda kikosi kazi kinachoweza kuhudumia maslahi muhimu ya Ummah, pamoja na kikosi kazi kinachoweza kuandaa mipango ya muda mfupi na ya muda mrefu (ya kimkakati). Maslahi muhimu ni yale ambayo kupotea kwake kunatishia uhai wa Ummah, kwa mfano jeshi imara linaloweza kuulinda Ummah, kutetea maslahi yake na kuwashambulia makafiri kwa njia ya kuzuia (pre-emptive) ili kuufikisha ujumbe wa Kiislamu kwao. Miongoni mwa maslahi muhimu ya Ummah ni kuhakikisha mahitaji muhimu kama maji, chakula, makazi, usalama na huduma za afya. Elimu ya juu inapaswa kuzalisha watafiti wenye uwezo, kinadharia na kivitendo, wa kubuni mbinu na mitindo ya hali ya juu katika nyanja za kilimo, maji, usalama na maslahi mengine muhimu, ili kuliwezesha Ummah kuendelea kusimamia mambo yake yenyewe kulingana na maono yake yenyewe na kujitegemea. Hili linafanyika kwa kuepuka kuangukia chini ya ushawishi wa dola kafiri (dola kafiri) kwa sababu ya maslahi.

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.

Alisema Ta'ala:

He Ta’ala said:

﴿وَلَنْ يََْعَلَ اللََُّّ ليلْكَافييرينَ عَلَى الْمُؤْيمنيينَ سَبييلَ ﴾ “Na Allah hatawapa makafiri njia ya kuwatawala waumini kamwe.” [An-Nisa’: 141] Elimu ya juu pia inapaswa kuzalisha wataalamu wa kisiasa na kisayansi wenye uwezo wa kuwasilisha tafiti na mapendekezo maalum ya kulinda maslahi muhimu ya Ummah, kwa msisitizo maalum juu ya kuandaa mipango ya muda mrefu (ya kimkakati) inayohitajika na Dola ya Khilafah ili kutumikia maslahi hayo.

﴿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) Kuandaa kikosi kazi kinachohitajika kushughulikia mambo ya Ummah kuhusu majaji, wanasheria wa fiqhi, madaktari, wahandisi, walimu, wakalimani, mameneja, wahasibu, wauguzi na wengineo. Kama vile Dola inavyolazimika kutekeleza ipasavyo hukumu za Kiislamu katika miamala na sheria ya adhabu (‘uqoobaat), vivyo hivyo inalazimika kuhakikisha mahitaji ya kila siku ya Ummah yanatimizwa, kama vile barabara, hospitali, shule na kadhalika. Kujifunza taaluma hizi ni wajibu wa kifaya (kifaya) kwa Ummah, na Dola lazima ihakikishe hili linatimia kulingana na 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.