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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: |
| Occupational Certificate: Christian Religious Professional |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 101571 | Occupational Certificate: Christian Religious Professional | |||
| ORIGINATOR | ||||
| Development Quality Partner - HWSETA (Social Work) | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Occupational Certificate | 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 | 237 | Not Applicable | NQF Level 05 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Reregistered | EXCO 0425/24 | 2018-07-01 | 2025-12-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2026-12-30 | 2029-12-30 | |||
| 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 does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The purpose of this qualification is to prepare a learner to operate as a Christian Religious Professional. A Christian Religious Professional directs and conducts the ministry functions in a faith community in order to facilitate spiritual formation; nurture fellowship and mutual care within the faith community; helps members to develop a Christian lifestyle; provides strategic leadership that leads to obedience to vocation as well as well-being and sustainability of the faith community; and develops a missional practice that shares the good news of Jesus Christ and serves the holistic well-being of the entire community. A qualified learner will be able to: Rationale: Religious ministers serving churches and Christian groups in Southern Africa come from two distinct backgrounds. The first is deemed more formal in nature (also referred to as the so-called historic churches) while the second is seen as less formal and originated from more recent development processes. This second group includes what is referred to as Pentecostal and Charismatic churches and the large group of African Initiated Churches (AICs). Recent estimates indicate that there are around 186,000 pastors (ministers of religion) in this less formal group, compared to the number of around 9,000 for the historic churches. As far as professional formation is concerned, the historic churches have a strong teaching and training tradition. Training of pastors (ministers of religion) in this relatively small group of churches was mainly on tertiary level at public universities (faculties of theology) or denominational seminaries. By contrast, access to formal training is virtually impossible to the vast majority of pastors in the less formal group. This lack of access is due to several reasons including geographical and financial reasons, and to most also due to a lack of appropriate prior learning. The qualifications under discussion are designed to overcome these challenges. There are currently no formally recognised qualifications for religious practitioners within the Christian tradition, apart from the Higher Education qualifications registered through the different tertiary educational institutions. With the introduction of the new occupational certificate, society will benefit from the assurance that large numbers of spiritual leaders who did not have a proper training opportunity in the past, will now have training available to develop a relevant set of competencies. Two aspects are important in this regard. Firstly, there is a growing concern in South Africa about moral degeneration and the loss of positive values in our communities, with the associated loss of hope, increase in crime levels, degeneration of our social fibre, etc. As South Africans have been shown to be a religiously inclined population, and as the people adhering to the Christian faith form the vast majority in the country (about 80% of the population according to the latest census information), Christian Ministers of Religion can play a significant role in turning these negative tendencies around. Well-formed and trained religious leaders in the community are needed for this to transpire. The new qualifications that aim at providing quality training with the appropriate content and focus, and that will be accessible to large numbers of presently untrained ministers of religion will make a huge contribution to the turning around of negative tendencies. Secondly, there is a growing concern in our country about religious leaders, including leaders in the Christian tradition, whose conduct is unprofessional and detrimental to the community. This can, inter alia, be ascribed to a lack of proper training and inadequate training standards and professional oversight. Although this problem does occur in all spheres of the religious community, it is certainly also a serious issue in the informal church environment. Quality training, linked to the development of professional standards and a system of professional oversight will go a long way to protect communities against irresponsible persons who misuse their position as spiritual leaders in the community. Churches with existing qualifications also support the development of this occupational qualification. The new qualification is not intended to replace existing Theology qualifications on tertiary level, but would rather fill a gap in the need for a qualification for the large number of pastors and other persons who want to function as ministers of religion, but do not have access to Higher Learning. The qualification would serve in this need as well by providing access to Higher Qualifications. The training should be of a nature that will address the competencies required to effectively direct and conduct ministry functions whilst also making provision for the various unique theological nuances of the various Christian traditions. The Occupational Certificate will be accessible to existing spiritual leaders who did not have the benefit of proper training in the past, and who do not have access to tertiary training at universities or private training institutions. It will also be accessible to newcomers to the profession who want to be trained as pastors, but who do not have access to tertiary training or who prefer to go the occupational training route. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for access to the external integrated summative assessment: Accredited providers and approved workplaces must apply the internal assessment criteria specified in the related curriculum document to establish and confirm prior learning. Accredited providers and workplaces must confirm prior learning by issuing a statement of result or certifying a work experience record. RPL for access to the qualification: Accredited providers and approved workplaces may recognise prior learning against the relevant access requirements. Entry Requirements: |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification is made up of the following compulsory Knowledge and Practical Skill Modules:
Knowledge Modules: Total number of credits for Knowledge Modules: 123. Practical Skill Modules: Total number of credits for Practical Skill Modules: 64. This qualification also requires the following Work Experience Modules: Total number of credits for Work Experience Modules: 50. |
| EXIT LEVEL OUTCOMES |
| 1. Prepare and deliver a sermon incorporating the principles of exegesis, hermeneutics and homiletics.
2. Administer sacraments within the context of a specific faith tradition. 3. Plan and conduct a worship service. 4. Facilitate spiritual growth for individuals and groups. 5. Develop and nurture healthy relationships in a diverse faith community. 6. Lead the faith community to show loving care in times of need or crisis. 7. Lead the faith community to live according to a Christian value system and Christian virtues. 8. Develop pro-active and reactive (coping) life skills in the faith community through preaching, teaching, counselling and mentoring. 9. Lead a faith community through visionary spiritual leadership (strategic management as a spiritual discipline). 10. Facilitate effective ministries in a faith community (operational management as a spiritual discipline). 11. Facilitate stewardship processes in the faith community (stewardship as a spiritual discipline). 12. Mobilise the faith community to share the good news of Jesus Christ with the world. 13. Plan and execute outreach programs to deal with socio-economic and other relevant needs in the wider community. 14. Initiate and/or participate in interventions to deal with needs and emergency situations in the community and community development initiatives. 15. Conduct and promote spiritual advocacy relating to social justice issues (prophetic voice in society). |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
> The interpretation of the Biblical texts and indicate which exegetical and hermeneutical principles were followed or not followed. > The central message of the sermon and identify the homiletical principles used or not used in relating the message to the context of the audience. Associated Assessment Criteria for Exit Level Outcome 2: > Outline the specific theological principles of his or her church. > Use the stated principles to comment on the theological principles underpinning the specific examples. Associated Assessment Criteria for Exit Level Outcome 3: > Describe the role the world view of a faith community and context play in planning and conducting a worship service and evaluate the extent to which world view and context wereas incorporated in the given worship services. > Evaluate the role and function of rituals, music, dance, prayer and other liturgical elements used in terms of their effectiveness in facilitating a service that nurtures worshipersâ relationship with God. > Evaluate the way public speaking and preaching techniques and media were used in the services by referencing the relevant theoretical principles. Associated Assessment Criteria for Exit Level Outcome 4: > Identify the elements of spiritual growth being addressed. > Evaluate the effectiveness of the session in terms of its aptness (spiritual needs as it relates to phase of life) to the phase of life of the people being ministered to. > Evaluate the content and material used in the session in terms of its Biblical referencing was Bible interpretation principles used), and the spiritual growth information being shared. > Evaluate the facilitation techniques used by referencing the principles of facilitation. Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: > Distinguish crisis and trauma from problem or need. > Describe what role the faith community should play in providing care with specific reference to the aspects of training of members in the faith community and the role of spiritual gifts. > Explain the role referral systems play in times of need and crisis and how to create referral systems. > Identify the key principles related to providing care and support for the identified scenarios, rules of confidentiality and legal requirements related to specific trauma, crisis or support situations. Associated Assessment Criteria for Exit Level Outcome 7: > The relation between life in Christ and Christian virtues. > How to involve the faith community in evaluating their Christian virtues by analysing their behavior. > Given a range of faith community settings with examples of specific behaviour the learner will identify the: > Christian value system and Christian virtues related to the scenario. > Describe the most effective (age and culturally appropriate) way for nurturing the identified values and virtues (e.g. preaching, teaching, study groups, mentoring, counselling, drama and storytelling, printed media, electronic and social media. Associated Assessment Criteria for Exit Level Outcome 8: Associated Assessment Criteria for Exit Level Outcome 9: > Discerning Gods will for a faith community. > Spiritual leadership. > Spiritual journal. > Formulation, confirmation and sharing of a vision for a faith community. > Identification and development of spiritual leadership in a faith community. Associated Assessment Criteria for Exit Level Outcome 10: > Ministry plans. > Problem solving techniques used. Associated Assessment Criteria for Exit Level Outcome 11: > Financial management processes. > Asset management processes. > Document management processes. Associated Assessment Criteria for Exit Level Outcome 12: Associated Assessment Criteria for Exit Level Outcome 13: Associated Assessment Criteria for Exit Level Outcome 14: Associated Assessment Criteria for Exit Level Outcome 15: Integrated Assessment: Integrated Formative Assessment: The skills development provider will use the curriculum to guide them on the stipulated internal assessment criteria and weighting. They will also apply the scope of practical skills and applied knowledge as stipulated by the internal assessment criteria. This formative assessment leads to entrance into the integrated external summative assessment. Integrated Summative Assessment: An external integrated summative assessment, conducted through the relevant Quality Council for Trades and Occupations (QCTO) Assessment Quality Partner is required for the issuing of this qualification. The external integrated summative assessment will focus on the Exit Level Outcomes and Associated Assessment Criteria. |
| INTERNATIONAL COMPARABILITY |
| Most countries have qualifications in the Higher Education Band. In addition, churches have seminaries that qualify their ministers to be ordained. Australia seems to be the only country that has registered vocational qualifications for ministry that are not denomination specific.
Evangelism, missionary and other outreach organisations offer courses for people that want to pursue a calling in ministry, but these programmes are not accredited. The following equivalent qualification was found for a comparison with the qualification developed: Australia: Course Purpose: This course is intended to provide participants with a range of knowledge and skills perform the following functions in a Christian ministry context: Core Units Covered: Elective Units Covered: The Certificate registered in Australia focuses more on ministry related content. Both qualifications prepare the individual for ministry with a focus on developing and demonstrating a virtuous life. The similarity also extends to the qualification providing access to Higher Qualifications, with no entry requirements. United Kingdom: Course Purpose: This Certificate focuses on the use of Philosophy as a tool for analysing the nature and truth of religious beliefs and values, and on the two religions: Christianity and Islam. Candidates who successfully complete the CertHE in Philosophy, Religion and Ethics may be eligible to enter the second year of the BA in Philosophy, Religion and Ethics programme at Heythrop College, University of London. Course Content: The above outlined Certificate programme is typical of most Divinity or Theological programmes presented, it covers theory, with little or no ministry specific skills. The Christian Religious Practitioner Occupational Qualification covers the content offered by these qualifications but offer much more theoretical, skills and workplace learning to prepare the learner for Christian Ministry. Conclusion: The Occupational Qualification: Christian Religious Practitioner compares favourably with the qualifications highlighted above. |
| ARTICULATION OPTIONS |
| Horizontal Articulation:
Vertical Articulation: |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| Qualifying for external assessment:
An external integrated summative assessment, conducted through the relevant Quality Council for Trades and Occupations (QCTO) Assessment Quality Partner is required for the issuing of this qualification. The external integrated summative assessment will focus on the exit level outcomes and associated assessment criteria. This is a Level 5 Qualification. Additional legal or physical entry requirements: None. Criteria for the accreditation of providers. Accreditation of providers will be done against the criteria as reflected in the relevant curriculum on the QCTO website. The curriculum title and code is: 263601005: Christian Religious Professional. This qualification encompasses the following trades as recorded on the NLRD: Part Qualifications: None. |
| LEARNING PROGRAMMES RECORDED AGAINST THIS 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. |
| NONE |
| 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. |