SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Theology in Christian Ministry

SAQA QUAL ID	QUALIFICATION TITLE
101228	Bachelor of Theology in Christian Ministry
ORIGINATOR
North West University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 07 - Human and Social Studies		Religious and Ethical Foundations of Society
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0324/24	2024-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2027-06-30		2029-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
73064	Bachelor of Theology	Level 6	NQF Level 07	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Bachelor of Theology in Christian Ministry is to enable learners to critically apply focused analysis, knowledge and skills in the service and leadership both lay and ordained of public schools, Christian communities, Bible translators, community organisations and society. An integrated and systematic qualification of biblical and theological study gives learners a foundational knowledge of the major disciplines of Christian theology, including biblical languages, bible translation, music ministry, child and youth work and pastoral counselling. Learners can choose to specialise in biblical studies, pastoral ministry, pastoral counselling or cross-cultural missions.

This qualification prepares learners for bible teaching and leadership in a pastoral or cross-cultural ministry context. Most denominations recognise this degree as fulfilling the academic requirements for ordination but may require additional training to meet their denominational requirements. Mission organizations generally recognise this qualification as adequate training in biblical studies for missionary service, particularly those involving a bible teaching ministry. The Bachelor of Theology in Christian Ministry is designed to be more flexibly structured and is particularly appropriate to the needs of those considering teaching Religious Instruction and Life Orientation in secondary schools.

This qualification prepares learners for bible teaching and leadership in a pastoral or cross-cultural ministry context. The Bachelor of Theology in Christian Ministry follows the general and vocational pathway leading to further studies at the Honours level, in which graduates may specialise in biblical studies, pastoral ministry, or pastoral counselling.

Upon completion of the qualification, a qualifying learner will be able to:

Demonstrate integrated knowledge of the field of Christianity and cognate fields and the ability to apply and evaluate the key terms, concepts, and principles to practical situations.

Demonstrate an understanding of a range of methods of inquiry suitable to the field of theology.

Make decisions and act ethically and professionally within a specific community in the light of the history of Christianity.

Rationale:
The Bachelor of Theology in Christian Ministry differs from the Bachelor of Theology in that it allows learners from various denominations to enter the ministry. The qualification produces life-long theological learners who can raise and debate current issues in African and international contexts. The qualification enables learners to develop, clarify and articulate a value system from a Christian perspective. This qualification raises consciousness in learners concerning issues of justice, such as gender, social disparity, disability, and the environment, and it capacitates them to develop transformative communities and contribute to the development of society as a whole. It lays the foundations for studies in biblical exegesis.

Professional registration, membership or licensing as required by recognised professional bodies, and proof of collaboration with the relevant stakeholders are linked to three learning pathways of general, vocational and professional. The general pathway links to further education, the vocational pathway will lead to occupations in the workplace and sectors, while the professional pathway will lead to registration with statutory bodies.
The Bachelor of Theology in Christian Ministry follows the general and vocational pathway leading to further studies at the Honours level, in which graduates may specialise in biblical studies, pastoral ministry, or pastoral counselling.

Typical occupations/professions in which the qualifying learner will operate include teaching religious instruction and life orientation in secondary schools.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In accordance with the 2019 amended National Policy and Criteria for the Implementation of Recognition of Prior Learning:
RPL refers to the principles and processes through which the prior knowledge and skills of a person are made visible, mediated and rigorously assessed and moderated for the purposes of alternative access and admission, recognition and certification, or further learning and development.
RPL must be conducted in a valid, reliable, transparent and equitable way.
RPL decisions must be cognisant of statutory requirements and standard selection criteria in the case of professional qualifications.
RPL may be used to grant access to a qualification, or for purposes of advanced standing or exempting a candidate from a module(s) of a particular academic qualification on the grounds of the outcomes of the module(s) having been attained as evident from the RPL portfolio submitted by the candidate and evaluated by the panel of academic experts in the Faculty concerned.

RPL will be applied according to the NWU General Academic Rules (2019:3-4), Rules 1.6 and 1.7 and Rules for Teaching, Learning and Assessment (2019), as follows:

Admission and advanced standing on the grounds of recognition of prior learning

An executive dean may, by means of the recognition of prior learning (RPL) in accordance with the university's Rules for Teaching, Learning and Assessment (2019), grant a learner who does not meet the minimum admission requirements admission to a qualification of a qualification, or grant advanced standing to a learner by exempting the learner from the recognised modules required for the completion of a particular qualification. The faculty must ensure that quality assurance processes that address the specificities of the RPL process (including applications, assessment, and reporting and management systems) are implemented; and that administrative and support systems, both prior and subsequent to RPL assessment, are in place.

Only proven informal or non-formal learning may be taken into consideration by means of RPL, the process of equivalence-setting between such learning and formal modules must be documented, and its outcome must be recorded on the official learner record.

Where a learner was granted an exemption for one or more modules as a consequence of RPL, the remaining HEMIS credits required for the qualification must be obtained by completing the relevant qualification.

The maximum portion of a qualification from which a learner may be exempted by means of RPL is fifty percent of the credits of the full qualification. Not more than 10% of a cohort of learners in an academic qualification can be admitted through an RPL process.

RPL for credit recognition and transfer
Credit recognition and transfer entails a documented process by means of which a learner receives credit for specified prescribed modules or coursework components of a formal qualification offered by the university, allowing the adjustment of the minimum study period for the completion of a qualification offered by the university within the framework of General academic Rules 2 to 5.
Credit recognition and transfer may only be granted for credits obtained during studies towards a formal qualification, including credits obtained for modules taken for non-degree purposes.
For the purposes of credit recognition and transfer, distinctions are maintained between qualifications leading to a qualification that has been completed and those that have not been completed and between credits received in qualifications offered by the university and credits received from other recognised higher education institutions.

Entry Requirements:

National Senior Certificate, NQF Level 4 granting access to bachelor's studies.
Or

National Certificate (Vocational), NQF Level 4 granting access to bachelor's studies.
Or

Senior Certificate, NQF Level 4 with endorsement.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory and elective modules at National Qualifications Framework Levels 5, 6, and 7, totalling 372 Credits.

Compulsory Modules, Level 5, 120 Total Credits:

Greek Language Competence, 16 Credits.

Intro to Academic Literacy, 12 Credits.

New Testament: General introduction, 12 Credits.

Introduction to the Old Testament, 12 Credits.

Introduction to Theology, 8 Credits.

Academic Literacy, 12 Credits.

Fundamentals of Ethics, 8 Credits.

Fundamentals of Church and Dogma History, 8 Credits.

Introduction to Exegesis of the Bible, 12 Credits.

Introduction to the Pentateuch, 12 Credits.

Pastoral Counselling, 8 Credits.

Compulsory Modules, Level 6, 80 Total Credits:

Biblical Hebrew Linguistic Skill, 16 Credits.

Relationship between Mission and Theology, 8 Credits.

Socio-Historic context of the New Testament, 8 Credits.

The Early Prophets, 8 Credits.

Introduction to Homiletics, 12 Credits.

Acts and the Pauline Epistles, 8 Credits.

Introduction to the Interpretation of the Latter Prophetic Books, 8 Credits.

Worldviews and World Religions, 12 Credits.

Elective Modules, Level 6, 32 Total Credits (choose two):

Dogmatics: Scripture and Doctrine on Sin, 16 Credits.

Biblical Foundations of Catechetics, 16 Credits.

Pastoral and spiritual caregiving throughout the different stages of life, 16 Credits.

Dogmatics: Christology to Eschatology, 16 Credits.

Mission as an Africa Initiative, 16 Credits.

Compulsory Modules, Level 7, 76 Total Credits:

Topical Ethical Themes, 16 Credits.

Introduction to Theological Hermeneutics, 8 Credits.

General Epistles and Hebrews, 8 Credits.

Poetic and Wisdom Books, 8 Credits.

Johannine Writings, Apocalyptism and Revelation, 8 Credits.

Special Themes: The Old Testament and Ministry, 8 Credits.

Pastoral counselling in practice, 12 Credits.

Dogmatics: The Institution of Calvin/Basic Foundations of Pentecostal Theology, 8 Credits.

Elective Modules, Level 7, 64 Total Credits (Student must choose four):

South African Church, Dogma and Missions History, 16 Credits.

Pastoral Cases in Counselling, 16 Credits.

Missionary Apologetics, 16 Credits.

Church, Dogma and Missions History: The Reformation, 16 Credits.

Elements of the Liturgy, 16 Credits.

Intercultural Communication of the Gospel, 16 Credits.

Pastoral Treatment of Stress, Trauma and Inner Healing, 16 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate integrated knowledge of the field of Christianity and cognate fields and the ability to apply and evaluate the key terms, concepts, and principles to practical situations.
2. Demonstrate an understanding of a range of methods of inquiry suitable to the field of theology.
3. Select a method that is the best fit to solve a specific problem.
4. Interpret, integrate and apply Christian sources in context.
5. Make decisions and act ethically and professionally within a specific community in the light of the history of Christianity.

Position themselves responsibly in their contexts.

Analyse information critically and articulate and communicate effectively within a multicultural. context.

Demonstrate an aptitude to evaluate and apply Christian theology and ethics personally and within the community.

Practise and evaluate ministries in the faith organisation and initiate and develop a Christian ministry presence in the broader community.

ASSOCIATED ASSESSMENT CRITERIA

The following Associated Assessment Criteria are assessed in an integrated manner across all the Exit Level Outcomes:

Analyse key terms, concepts, and principles in the field of Christian ministry and cognate fields and apply them to practical situations.

Display knowledge of a range of theologically suitable methods of inquiry for the field of Christian ministry.

Illustrate the ability to select a method that is the best fit to solve a specific problem.

Interpret, integrate and apply Christian sources in the context of Christian ministry.

Display responsibility for making decisions and ethical and professional actions within a specific community in the light of the history of Christianity.

Display responsibility to position themselves in their own contexts within Christian ministry.

Communicate effectively within a multi-cultural context from the perspective of Christian ministry.

Evaluate and apply Christian theology and ethics personally and within the community.

Develop a Christian ministry presence in the broader community.

Integrated Assessment
Learner Academic Access, Retention, Attainment and Success (ARAS) require heightened responsiveness in provisions for social justice and equal opportunity, inclusive of but not limited to admission requirements, academic content, assessment approaches and methods, modes of provision, student academic development and support opportunities, and non-academic support to students. Teaching, learning and assessment should promote competency-based pedagogical practices that emphasise the promotion of flexible learning and thinking, self-directed and lifelong learning, local and global knowledge, diverse learning opportunities and assessment criteria to promote the academic success of a diverse student body.

Curriculum compilation implies a logical coherence and continuous constructive alignment of:

the qualification purpose

the qualification outcomes and associated assessment criteria

the chosen learning components (core, fundamental and elective modules) of the curriculum

the learning outcomes and selected content of each module

effective teaching, learning and assessment strategies

appropriate teaching and learning activities, and

available and appropriate teaching and learning resources to support student attainment.

Methods used for integrated assessment include continuous, formative (informal and formal), and summative assessments. Opportunities for both continuous formative and summative assessments are embedded in the learning design of the qualification throughout the year of study, in the form of written and practical assignments, portfolios, practical assessments and written and practical examinations and a research report to align with the associated outcomes and assessment criteria and the graduate attributes. Assessment focuses particularly on a critical, creative, and interpretative perspective of the various disciplines. At least one opportunity for integrated assessment, where the main purpose and key outcomes of the qualification/internal programme are assessed, is included in the assessment activities for this qualification. Oral presentations of smaller integrated research projects or seminars in individual, as well as group contexts, may also be employed.

The qualification incorporates an inclusive and integrated approach to assessment; assessment practices are open, transparent, fair, valid, and reliable to ensure that students are not disadvantaged during the process.

The module mark for all coursework modules is based on a combination of a module participation mark and an examination mark in the ratio determined in the applicable faculty rules, except where the module mark is based on continuous assessment or where no participation mark is required. In the case of continuous assessment modules, the module mark is based on the weighted average of the assessments prescribed for the module, according to the weights prescribed for the different assessment tasks. Taking into account NWU A-rules 1.3.3, 1.14, 1.17 and 1.19.3, an undergraduate qualification is obtained when final verification and audit confirmation are given that a student has successfully completed all the modules prescribed in the applicable faculty rules for the programme of the qualification concerned.

Formative Assessment:
Examples of methods by which informal and formal formative assessments are done include class and online tests, discussions, feedback and critique during contact and blended learning sessions and practical sessions.

Examples of methods by which continuous assessment is done include portfolios, simulations, self- and group reflections, written assignments, written tests and online tests, case studies and case presentations, peer group evaluation, and face-to-face contact with students.

Summative Assessment:
Examples of methods by which summative assessment is done include written exam papers, projects and portfolios of evidence during which all theoretical knowledge, problem-solving skills and practical skills are integrated and assessed.

INTERNATIONAL COMPARABILITY

Country 1: United Kingdom
Institution: Cambridge University (CU)
Qualification Title: BTh for Ministry
Duration: Two years

Purpose:
The Bachelor of Theology for Ministry (BTh) is divided into the First Examination and Second Examination years. Entry to the First Examination year is possible for those candidates who have who have a good first degree of at least a 2:1 or equivalent. The regulations require that candidates must complete a pastoral portfolio - a written piece reflecting on their ministry placement - to the satisfaction of the examiners in order to proceed to the degree.

The requirement of constant, intentional integration of pastoral activity (taking the form of a compulsory ministry placement), self-awareness and academic study makes it an intense experience and a good preparation for public ministry.
As well as attendance at lectures and seminars, the BTh offers a particular emphasis on small-group teaching and regular supervision.

Similarities:

The CU qualification compares to the South African (SA) qualification in terms of academic level, theological focus, and vocational intent.

Both qualifications are first-cycle undergraduate qualifications that aim to prepare learners for ministry, theological engagement, and service within diverse Christian contexts.

The SA qualification is a three-year full-time programme, while the Cambridge BTh is structured as a two-year vocational degree.

There are notable similarities in core theological modules, including Biblical languages (Greek and Hebrew), Old and New Testament studies, Christian Doctrine, and Christian Ethics. However, the SA qualification is distinct in offering modules specifically contextualised to South Africa's ecclesial and societal realities. Moreover, while the Cambridge BTh concludes with a dissertation and includes a portfolio in Pastoral Studies as part of the exit requirements, the SA one does not include a dissertation component.

Despite these structural differences, both qualifications equip graduates with foundational theological knowledge and ministerial competencies.

The SA qualification is distinguished by its contextual relevance to South African theological education and its integration of locally responsive content and praxis.

Differences:

Admission into the CU qualification requires high academic achievement, typically an A at A-level or 40-42 points in the International Baccalaureate (with 776 at Higher Level). In contrast, NWU requires a National Senior Certificate with an APS score of 24, reflecting different national qualification frameworks and access policies.
This difference in duration reflects variation in the focus and intensity of the programmes. While Cambridge integrates theological education with ministerial formation over a shorter period, NWU provides a more extended academic programme with broader curricular coverage.

Country 2: Germany
Institution: Ludwig-Maximilians University Munich (LMU)
Qualification Title: Bachelor in Orthodox Theology
Duration: Three years

Purpose:
Ludwig-Maximilians-Universität München (LMU Munich) primarily offers Orthodox Theology as a traditional Diplom degree program or as a minor/secondary subject (Nebenfach) worth 60 ECTS points within a broader Bachelor's framework, rather than as a standalone full bachelor's degree
The minor version covers 60 ECTS credits focusing on foundational Orthodox doctrine, history, and traditions. The traditional full qualification in the subject has historically followed the Diplom track. Learners share an ecumenical academic environment alongside the Catholic and Protestant theology faculties in the center of Munich.

Similarities:

The Bachelor in Orthodox Theology from Ludwig-Maximilians University Munich compares favourably with the South African (SA) qualification in terms of level, duration, and core theological content.

Both are undergraduate, first-degree qualifications designed to provide students with foundational knowledge in Christian theology.

Admission to the LMU programme requires a valid university entrance qualification, such as the Abitur or an equivalent school-leaving certificate. This requirement is comparable to SA qualifications admission criteria, which require an appropriate senior certificate with an APS of 24 or higher.

Both qualifications are structured over three years and include modules in key theological disciplines, including Biblical Studies (Old and New Testament), Biblical languages (Greek and Hebrew), Christian Doctrine, and Christian Ethics. However, the key structural difference lies in curriculum design.

Differences:

The LMU qualification allows students to choose from a range of modules to accumulate the required 180 ECTS credits, offering a high degree of curricular flexibility. In contrast, the SA qualification combines compulsory and elective modules, ensuring students follow a coherent and structured learning pathway aligned with ministerial formation and institutional learning outcomes.

The SA qualification is also distinctive in its inclusion of modules that specifically address the South African religious, cultural, and ethical landscape. This contextual focus ensures relevance for students preparing for ministry or service within the South African church and society.

While both qualifications develop theological literacy and practical competence, the SA qualification is unique in its combination of structured module progression, context-specific content, and vocational alignment. The LMU qualification offers more academic flexibility, whereas the NWU programme prioritises formation within a specific ecclesial and cultural context.

ARTICULATION OPTIONS

This qualification allows possibilities for horizontal, vertical and diagonal articulation.

Horizontal Articulation:

Bachelor of Theology, NQF Level 7

Bachelor of Arts in Theology, NQF Level 7

Vertical Articulation:

Bachelor of Theology Honours in Christian Ministry, NQF Level 8

Bachelor of Arts Honours in Theology, NQF Level 8

Diagonal Articulation:
There is no diagonal articulation.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	North West University