i) 为了聚焦并深化高等教育阶段学生的伊斯兰人格——这一人格本应在学校教育阶段已经完整建立——并将此人格提升为能够守护并服务于乌玛至关重要问题的领导者，即伊斯兰要求穆斯林视为生死攸关之事而必须采取的问题。在伊斯兰未作为生活中的统治制度得以施行的情况下，穆斯林的至关重要问题是建立哈里发国，并依照真主所降示的律例进行统治。而当哈里发国存在时，至关重要问题则是维护哈里发国，使伊斯兰在乌玛中持续存活并得到施行，将伊斯兰的召唤传播到全世界，并抵御对乌玛统一与国家的威胁。服务于这些至关重要问题的伊斯兰文化必须持续地传授给高等教育阶段的学生，无论他们选择何种专业方向，以使这些至关重要问题在乌玛的思想与情感（wojdaan）中保持其活力与聚焦。此外，还须对伊斯兰文化的各个分支，如教法学（fiqh）、经注学（tafseer）、法理学（Usul）等进行深入而专门的研习，以培养所需的学者、穆智太西德（mujtahideen）、领导者、知识分子、法官、教法学家（fuqaha）等，直至乌玛独自兴盛、施行、维护伊斯兰，并通过圣战将伊斯兰独自带到全世界。穆圣ﷺ说：

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:

两类人，若他们善良，众人便善良；若他们败坏，众人便败坏：学者和统治者。（阿布·奈尔姆在《圣徒的装饰》中传述。）

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’).

他（SAW）说道：

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’).

务必用心，培养出最优秀的学者。

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

（ii）培养能够服务于乌玛（Ummah）根本利益的专门力量，同时培养能够制定短期和长期（战略）规划的力量。根本利益是指一旦丧失就会威胁乌玛生存的利益，例如能够保护乌玛、捍卫其利益，并先发制人地打击不信道者以便将伊斯兰的信息传达给他们的强大军队。乌玛的根本利益还包括保障水、食物、住所、安全和医疗保健等基本需求。高等教育应培养在理论和实践上都有能力的研究人员，以创新农业、水利、安全等领域及其他根本利益方面的先进手段和模式，使乌玛能够依据自身的愿景、以自主自足的方式继续掌控自身事务。这样做的前提是避免因某种利益而受制于不信道国家的影响。

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.

他说:Ta'ala。

He Ta’ala said:

﴿وَلَنْ يََْعَلَ اللََُّّ ليلْكَافييرينَ عَلَى الْمُؤْيمنيينَ سَبييلَ ﴾“永远不会让真主使不信道者战胜信道者。”［《妇女章》：141］高等教育还应培养具有政治和科学素养的人才，能够提出专门的研究与建议，以照顾乌玛的重大利益，并特别强调制定哈里发国家服务于这些利益所必需的长期（战略）规划。

﴿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) 组建必要的专门工作团队，负责处理乌玛（Ummah）在法官、法学家、医生、工程师、教师、翻译、管理人员、会计师、护士等方面的事务。正如国家有义务正确执行伊斯兰教法在交易和刑法（‘uqoobaat）中的规定，国家同样有义务保障乌玛在道路、医院、学校等方面的日常需求。学习这些专业是乌玛的集体义务（fard kifaya），国家必须依照伊斯兰教法来实现这一目标。

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.