Adab/Akhlāq syllabus grounded in classical sources (e.g., Iḥyāʾ)
Evaluates the integration of a structured adab syllabus grounded in classical sources (e.g., al-Ghazālī’s Iḥyāʾ, al-Nawawī’s Riyāḍ al-Ṣāliḥīn, al-Bukhārī’s al-Adab al-Mufrad, Ibn al-Qayyim’s Madārij al-Sālikīn), contextualized for today’s challenges. It is vital for tazkiyah and ethical culture, ensuring learning translates into virtuous conduct (akhlāq) and governance integrity through specific competencies and safer working practices.
| Metric | Quarterly Adab & Culture Scorecard |
|---|---|
| Target | Scorecard targets met |
| Frequency | Quarterly |
| Method | Composite score: Syllabus coverage % + Observation compliance % + Safeguarding audit + Incident rate + Survey delta |
| Unit | Composite Index |
Level 1: Initial/Ad-hoc
Discussions on adab and akhlāq are informal and ad-hoc. There is no structured syllabus or formal training.
Level 2: Developing
A basic adab/virtue syllabus is drafted (<60% coverage). It is introduced during onboarding but lacks systematic assessment or competency frameworks.
Level 3: Established
A documented syllabus referencing classical sources achieves 60–79% coverage. Adab competencies are defined and integrated into HR processes. Basic safeguarding checks are in place.
Level 4: Advanced
Achieves 80–94% coverage with safer working practices documented. Uses observation rubrics and behaviour dashboards. Some evidence of impact on culture.
Level 5: Optimizing
Achieves 95%+ coverage with robust safeguarding/equality controls. Adab principles shape strategy and governance. Verified reduction in incidents and positive survey deltas.
Organisation Types
By Organisation Size
| Size | Applicability | Notes |
|---|---|---|
| Micro | exempt | Formal HR competency frameworks, performance reviews, and structured syllabi are disproportionate for volunteer-led groups, though basic safeguarding principles still apply. |
| Small | partial | Can adopt a basic syllabus and safer working practices, but a formal 6-10 point competency framework with behavioral anchors and performance reviews is too HR-intensive. |
| Medium | partial | Syllabus and safeguarding apply fully; the competency framework should be integrated into the code of conduct but can be simplified rather than requiring extensive behavioral anchors. |
| Large | full | |
| Major | full |
Applicable When
- The organization provides structured educational programs, particularly Islamic studies.
- The organization focuses on youth development and character building.
Not Applicable When
- The organization does not offer any educational programs.
- The organization has a purely operational focus, without any engagement in teaching or training.
Discussion (1)
📋 **Version updated: 1.0.0 → 2.9.7** **Changes:** Updated islamic_references from mizan-297.json
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