OVERRIDING STRATEGY

IN DEVELOPING THE CAMBODIAN MUSLIM COMMUNITY

By

DR SHAYA'A bin OTHMAN

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NOTE

" This book was first published and officially launched during the opening ceremony of the University of Cambodia University of Management and Technology (CUMT), marking an important milestone in the Cambodian Muslim community’s contribution to the development of higher education. The University is not only for Cambodian Muslims but also for all Cambodians, reflecting our broader commitment to national progress.

A special acknowledgement goes to Dr. Shaya’a bin Othman for his efforts in writing this book, *Overriding Strategy in Developing the Cambodian Community*, which outlines strategies for the Cambodian Muslim community to organize and chart their contributions. He proposes tactical approaches in the fields of education, social development, and economic growth, including the formulation of an Islamic Quality Standard—an integrated educational syllabus that combines Islamic revealed knowledge with conventional technical knowledge for all schools, colleges, and universities. Additionally, he emphasizes the need to establish educational infrastructures, whether hybrid or online, including schools, colleges, and universities, to further these goals. 

This book,  also suggests the establishment of the Cambodian Muslim Wakaf Development Foundation (CMWD), which would not only focus on education but also on the social and economic development of the Muslim community. He advocates for CMWD to adopt *Maqasid alShariah* (The Developmental Ultimate Objectives of Shariah) as an overarching strategy, ensuring that efforts in education, social development, and economic growth are aligned and mutually reinforcing."

His Excellency Dr Husen Mohammad Farid

President of the Board of Trustees Cambodia University of Management and Technology 21st October 2024

FORWARD

" A clear strategy is essential for managing an organization or developing society, as it provides direction, prioritizes resources, and aligns efforts toward common goals. A well-defined strategy helps navigate challenges, adapt to changes, and ensure sustainable growth. It fosters coordinated action, accountability, and long-term success by guiding decision-making and optimizing overall performance. Many strategies are well-known in both the private and public sectors, notably Michael Porter's *Competitive Strategy* (1980) and Kim and Mauborgne’s *Blue Ocean Strategy* (2005), both from Harvard University. These strategies focus on achieving profitability and sustaining growth. Some governments have attempted to adopt these strategies in their development plans. *Maqasid Al-Shariah* (MAS) has been widely discussed and developed in the field of Islamic law and judiciary, but its application in management and development has been explored far less. 

In the context of societal development, Muslim scholars and professionals have sought an Islamic management model that serves as a practical guide. The application of MAS as a development strategy addresses the economic, social, and institutional changes necessary for building sustainable societies. While many countries engage 6 in strategic planning, they often lack a system to effectively coordinate these processes for the development of the Muslim community. 

MAS can create a coordination system that integrates all aspects of sustainable development into mainstream planning. Improved coordination across different frameworks can also ease capacity challenges and resource constraints. This book explores how the five MAS principles—Protection of Religion, Protection of Life, Protection of Intellect, Protection of Offspring, and Protection of Wealth—can be embedded as key strategies for the development of the Cambodian Muslim minority community. The proposed implementation structure, through the Cambodian Muslim Wakaf Development Foundation (CMWD), ensures that the community can develop independently and sustainably in education, social development, and economics. This approach will create job opportunities and promote entrepreneurship in fields overseen by CMWD. 

Prof Emeritus Dato’ Dr Wira Jamil Osman 

Advisor, Cambodia University of Management and Technology 

21st October 2024

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MAQASID AL SHARIAH STRATEGY

FOR 

ISLAMIC CYBER EDUCATION

Developing Islamic Cyber University and School

 

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FORWARD

The rapid digitalization of education is reshaping the educational landscape, presenting unique opportunities and challenges. This book enters the field with an innovative and much-needed approach, pioneering the concept of Cyber Education grounded in the principles of Maqasid al-Shariah—the higher objectives of Islamic law. By aligning cyber education practices with Islamic values, the author not only preserves the integrity of Islamic ethics but also extends them into the virtual sphere, thus presenting a model that is simultaneously modern and rooted in tradition.

Central to this work is the Shayaa Othman Cyber Education Value Chain Strategy Model (2024), a framework that thoughtfully applies Porter’s Value Chain to the digital educational environment, with Maqasid al-Shariah as the guiding strategy. This approach ensures that each aspect of educational delivery—from course design and technology development to student support—is imbued with values prioritising ethical responsibility, holistic development, and social welfare. The author’s application of this model is both academically rigorous and highly practical, offering a pathway for institutions to implement a value-driven education system that resonates deeply with Islamic ideals.

In proposing both the International Islamic Cyber Education Center (IICEC) and the International Islamic Cyber University (IICU) models, the book provides a versatile blueprint for institutions looking to expand Islamic education globally without compromising on quality or values. The IICEC model serves as an accessible, scalable hub for Islamic education, connecting students with reputable programs from partner universities worldwide. The IICU model, on the other hand, envisions a fully accredited online university, promising a transformative role in delivering comprehensive Islamic education.

This book is an essential resource for educators, administrators, and policymakers aspiring to harness the potential of technology in education while upholding Islamic ethics. It is with great pleasure and anticipation that I commend this groundbreaking work, which I believe will serve as a beacon for Islamic education in the digital age.

Prof Emeritus Dato’ Wira Dr Jamil Osman

Advisor, International Institute of Islamic Thought (IIIT) USA, East & South East Asia Regional Center, Malaysia, International Islamic University Malaysia [IIUM], 8^th November 2024

PREFACE

The rapid transformation of technology has reshaped education globally, creating new opportunities to deliver accessible, flexible, and high-quality learning experiences. Among these innovations, Cyber Education stands out as a progressive model, distinct from traditional online learning. This book presents a comprehensive exploration of Cyber Education within an Islamic framework, integrating the principles of Maqasid al-Shariah—the ultimate objectives of Islamic law. By weaving these principles into Cyber Education, we envision an educational model that is ethically driven, globally accessible, and responsive to the needs of modern learners.

In Chapter 1, we discuss the evolution of Cyber Learning and how it extends beyond conventional online education. Unlike traditional formats, Cyber Education encompasses a holistic digital ecosystem where emerging technologies such as virtual reality, artificial intelligence, and secure digital infrastructures enrich the learning experience. By grounding Cyber Learning in the concept of Maqasid al-Shariah, we introduce a value-driven approach that maintains Islamic ethical standards while embracing the technological advances that define 21st-century education.

Chapter 2 presents a detailed analysis of online university development in Malaysia, highlighting the country's unique advancements and challenges in digital education. While Malaysia’s online education sector is still growing, institutions like Open University Malaysia and Asia e University have made significant strides in providing flexible learning options that serve diverse populations. The insights gathered from Malaysia’s approach inform later discussions on developing similar institutions in an Islamic context.

In Chapter 3, we examine the influence of secularism in education, especially its tendency to separate knowledge from moral and spiritual dimensions. By contrasting secular educational frameworks with Islamic principles, this chapter underscores the value of a Maqasid al-Shariah approach in maintaining a balanced, purpose-driven educational environment that nurtures both intellectual and ethical development.

Chapters 4 and 5 focus on integrating Maqasid al-Shariah into strategic management for Cyber Education. Chapter 4 explores how the five primary objectives of Shariah—protection of religion, life, intellect, offspring, and wealth—can serve as an overarching strategy, guiding all educational activities. Chapter 5 builds on this by presenting David’s Strategic Management Framework integrated with Maqasid al-Shariah, offering a model that aligns organizational goals with Islamic values and ethical responsibilities.

The Shayaa Othman Cyber Education Value Chain Strategy Model (2024), introduced in Chapter 6, adapts Porter’s Value Chain for Cyber Education, with Maqasid al-Shariah as the foundational strategy. This model divides educational activities into primary and support functions, each designed to enhance the learning experience while upholding Islamic values. Support activities, such as technology development and human resources, provide essential infrastructure, while primary activities like content creation, course delivery, and student support services focus on the core mission of Cyber Education.

The book’s final two chapters propose practical frameworks for establishing Islamic Cyber Education institutions. Chapter 7 details the International Islamic Cyber Education Center (IICEC) Model, a concept inspired by platforms like Amazon and Coursera, which would serve as an aggregator connecting students with partner universities worldwide. Through partnerships with reputable Islamic institutions, IIICEC could offer students access to a wide range of accredited programs, all within an ethical, student-centred environment. This model demonstrates how Islamic education can reach a global audience without physical campuses, making it cost-effective and adaptable.

Chapter 8, we explored the International Islamic Cyber University (IICU) model, a fully accredited online university. While more resource-intensive, this model holds the potential for an independently operated institution offering degrees. The recommended approach is to begin with the IICEC model, allowing time to establish partnerships, refine the platform, and build credibility before transitioning to the IICU structure,

This book aims to guide educators, administrators, and policymakers interested in establishing Cyber Education systems rooted in Islamic values. By combining the advancements of modern technology with the ethical framework of Maqasid al-Shariah, we aspire to create a sustainable, accessible, and value-driven educational model that serves students worldwide

DR SHAYA’A bin OTHMAN, ( 2024.11.08 )