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 Honours 
SAQA QUAL ID QUALIFICATION TITLE
110300  Bachelor of Theology Honours 
ORIGINATOR
University of KwaZulu-Natal 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Honours 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  120  Not Applicable  NQF Level 08  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Bachelor of Theology Honours is to provide learners with deeper knowledge of theories and methods in the field of theology in which they major. This qualification will provide learners with basic research skills to assist communities or employers in exploring current problems from fresh perspectives, i.e., become resource persons. Learners will work as teachers or leaders of religious, community, and government institutions. This qualification will allow learners to be able to articulate vertically to advanced studies (e.g. Master of Theology)

This qualification typically attracts learners for church ministry and those working with faith-based organisations, all of whom bring to bear on their studies issues that they confront in the field. Learners who achieve this qualification can ask critical and complex questions about real-life issues that emerge in the field. Learners will make meaningful contributions to theological, ethical, and global-political debates. Learners will be able to design, write, offer, and foster an awareness of the crucial importance of religion in contemporary society, and undertake basic research around pressing societal issues to inform solutions and work across religions and confessions towards the betterment of the community being served.

Upon completion of this qualification, qualifying learners will be able to:
  • Understand and apply theological theories, research methods, and techniques.
  • Interrogate and evaluate multiple sources of theological knowledge.
  • Appreciate the complex nature of social phenomena.
  • Present and communicate effectively to a range of audiences.
  • Take full responsibility for their work, their decisions, as well as their subordinates.

    The Bachelor of Theology Honours (BTh Hons) is designed to meet the needs of those interested in or already involved in Christian ministry. In the absence of a national professional body for the theology discipline, the Bachelor of Theology Honours exists to prepare for advanced academic endeavour those learners who desire to further their theological knowledge, (b) serve those who are already in the field and seek skills to tackle issues encountered in the field, facilitate via RPL the academic qualification of those who did not achieve normal entry into university due to South Africa's socio-economic history, but who hold NQF Level 5 or 6 qualifications in Theology alongside years of community and religious service.

    The Bachelor of Theology Honours degree is a necessary intervention given the important role that Christianity plays within society. In many cases, the local priest serves as de facto community leader relied upon to guide a range of issues. It follows that a better-informed and critical thinker will play much-needed roles within his/her own tradition as well as across religious traditions. Furthermore, this qualification benefits various sectors of society by producing observant, skilled and analytical thinkers who can tackle head-on those opportunists within society who are taking advantage of the absence of a sanctioning body for religious ministers and thus exploit religious communities for personal enrichment.

    Ministers of religion in their individual capacity, and churches as organizations, have expressed the need for their functionaries to receive further training in various aspects of their professions. Those who typically enrol for this qualification are clergy that desire to improve their knowledge and skills, laypersons who play varying roles within communities e.g., within NGOs, and individuals who desire to teach theology or pursue research in the field, chaplains, counsellors, school teachers, and politicians.

    Aside from established historical denominations, represented by such bodies as the South African Council of Churches, even leaders of nascent African Independent Churches have expressed urgent desire for theological training. This qualification thus serves as an equalizer and standard for all those who, despite assorted backgrounds, happen to be engaged in religious and community service. Depending on specialization, those who complete this qualification can work as pastoral counsellors, teachers or educationists, translators, priests, or leaders of community organizations. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL) is an important consideration for this qualification. RPL offers an alternative access route into a programme of learning to those who do not meet the specified qualification entry requirements stated above. Religious practitioners who have been in service for significant periods of time and have regularly upskilled themselves in recognisable ways (lifelong learning ethos) may through RPL be awarded qualifications or part-qualifications registered on the NQF.

    UKZN's Recognition of Prior Learning Policy and rules and procedures are considered when learners apply for RPL. UKZN General Rule 7b (GR7b) states: "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for the purpose of postgraduate studies or research, may be admitted as a learner of the University".

    The South African Qualifications Authority (SAQA) National Policy and Criteria for the Implementation of the Recognition of Prior Learning (amended March 2019) and The Council of Higher Education, Recognition of Prior Learning, Credit Accumulation and Transfer in Higher Education (2016) apply to this programme, in terms of the implementation of RPL, as it strives to respond to socio-economic redress of historically disadvantaged communities.

    RPL assessment recognises knowledge, skills and professional competence achieved through alternative learning pathways such as informal, non-formal, work-based experience, as well as formal learning. A detailed Portfolio of Evidence (POE) will form the basis of RPL evaluation. The RPL evaluation process is based on the matching of learning outcomes, obtained via alternative learning pathways, with the exit level outcomes of the programme. The RPL POE evaluation will use criterion referenced rubrics to ensure consistency, fairness and rigour of RPL assessment. A maximum of 10% of admissions in any one year may be granted via RPL. RPL applications are then presented by the School Teaching and Learning Committee to the College Academic Affairs Board meeting.

    The minimum entry requirement for this qualification is
  • Bachelor of Theology, NQF Level 7
    Or
  • Cognate Undergraduate Qualification at NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 128 Credits.

    Compulsory Modules, Level 8, 96 Credits:
    Compulsory Modules, 96 Credits
  • Research Methodology in Religion & Theology, 16 Credits
  • Method and Theory in Religion & Theology, 16 Credits
  • Theology Honours Research Project, 32 Credits
    And one 32 Credit Module from the following Majors:
  • Theology in the African Context, 32 Credits
  • Transformation-Centred Christian Education, 32 Credits
  • Advanced Biblical Interpretation, 32 Credits
  • History of Missions and Churches, 32 Credits
  • Church and Development, 32 Credits
  • African Women's Theology, 32 Credits

    Elective Modules, Level 8, 32 Credits: (select two from the following)
  • Studies in African Instituted Churches, 16 Credits.
  • Exegesis of Selected Biblical Texts, 16 Credits.
  • Clinical Pastoral Education, 16 Credits.
  • Critical Reflection on Development Praxis, 16 Credits.
  • Biblical Hermeneutics: Women and Gender, 16 Credits.
  • Issues of Masculinity and Gender, 16 Credits.
  • Theologies of Transformation: Religion and Governance, 16 Credits.
  • Key Themes: Ecumenical Perspectives, 16 Credits.
  • Retrieving Oral Memories, 16 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate understanding of the history of global methods of critical enquiry for theology.
    2. Analyze the use of sacred texts and critically evaluate the implications of varied interpretations.
    3. Investigate the legacy of theology within the modern and postmodern African contexts.
    4. Address church and community problems using creative contextual approaches to ministry. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Differentiate between theological subjects (i.e., Biblical Studies, Ethics, Systematic Theology, Ministerial Studies, and History of Christianity) in light of how and why they came about.
  • Compare the different methods that can be applied in Theology broadly when doing research.
  • Evaluate theological positions as presented in Christian writings over the years.
  • Present findings of investigations orally.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Review history of reception and use of the Bible across different periods and contexts.
  • Use a variety of sources e.g., commentaries or dictionaries, for evidence and for guidance.
  • Test the validity of different interpretations against the backgrounds in which they emerge.
  • Reflect on the place of cultural background during biblical interpretation.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Display knowledge of modern Christian missions in the African context.
  • Identify, classify, and critique different African responses to said missions.
  • Evaluate the legacy of modern missions against the performance of Christianity among Africans.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify connections between faith communities and societies in which they operate.
  • Promote ethically sound interventions informed by understanding of the role of the church in society.
  • Communicate and interact effectively within as well as across groups.
  • Demonstrate respect for personal, cultural, and theological diversity within a pluralistic society.

    The assessment of modules is informed by the institution's Assessment Policy. In keeping with said policy, assessment will combine Formative and Summative assessment but not Work-Integrated-Learning (WIL) at this stage. Within integrated assessment praxis, learning outcomes are constructively aligned to the NQF level descriptors expected of those who hold the qualification. During both formative and summative assessments, students will be expected to display both module specific and interdisciplinary competencies. Care will always be taken to ensure that components of this programme are assessed by persons in possession of qualifications at a higher NQF level than the one being assessed.
    Formative:
    Continuous assessment tests, individual and group presentations, and written assessments all meant to ensure that learning is reflective as both lecturers and learners get feedback on their performances.

    Summative:
    End of semester examinations, portfolios of evidence, and placement reports where applicable will test learners' ability to integrate different aspects of knowledge gained, synthesis of theories and concepts used in the subject learned, creative application of learning in an ethical manner.
    The ratio of Formative and Summative assessments ranges between 40% and 50% depending on NQF level being assessed and whether the module is core or an elective. 
    		•

    INTERNATIONAL COMPARABILITY 
    Kenya's St Paul's University-Limuru and Emory University of the USA offer a Bachelor of Theology Honours (BTh Hons) that is comparable to the one offered at UKZN. The Bachelor of Theology Honours nomenclature is universal. More common is the four-year Bachelor of Divinity degree or Bachelor of Arts Religion qualification whose fourth year equates to our Honours qualification. To further illustrate the point, the Netherlands' Vrije Universiteit dubs the equivalent of our Honours programme the "Pre-Master's Program".

    St Paul's University-Limuru and Candler School of Theology at Emory University were chosen because of their close associations with our own School. There is constant reciprocity between these institutions and thus capacity for sound comparison. In other words, the active collaboration between the theological faculties of these institutions is already an indication that they consider themselves as equals or at the very least as comparable.

    All three universities treat the BTh Honours as a de facto postgraduate program, albeit an introductory one. Therefore, it is preferable if mandatory that applicants possess a three-year undergraduate Diploma or Degree in Theology. In all cases, Recognition of Prior Learning is possible for deserving potential learners with demonstrable and relevant self-application. The duration of the programme is the equivalent of one year depending on circumstances such as whether the learner articulated from within the institution, what other conditions were attached to their RPL, or how long they take to finish their Research Project.

    The purposes of this qualification include: to prepare learners for advanced study in the various specializations of the theology discipline and/or to prepare learners for professional work as pastors, teachers, counsellors, and so forth. A significant proportion of the programme is dedicated to tuition in research theory and methods, the tangible outcome of which is the Research Project or Research Article. Where the programme makes up the fourth year of an ostensibly undergraduate qualification, Elective Modules are provided in order for learners to choose and focus on their future fields of specialization. In the case of UKZN where the qualification comprises a free-standing one-year programme, the specialization is stated upfront on admission of the student.

    All modules that make up this qualification, whether compulsory or elective, are assessed continuously via formative and summative integrated assessment methods. In every case, external examiners are involved for quality assurance purposes. St Paul's is unique in including a Practicum, which would be an equivalent of our WIL. At UKZN, WIL is possible for only two of our six specializations, namely, Ministerial Studies and Theology and Development. In every instance, the logical articulation pathway within the academy is to the Master of Theology, and as already indicated, these three institutions welcome such articulating learners without placing any further demands on them.

    In conclusion there is much to be said for the St Paul's four-year trimesterized Bachelor of Divinity; they practically spend 12 tuition periods with learners over the four years, instead of our 8 at UKZN. But a four-year undergraduate qualification is a luxury that publicly funded institutions can ill afford. Its shortcomings notwithstanding, the UKZN BTh Hons qualification affords those who ordinarily did not qualify for university enrolment the privilege, via RPL, of advanced study and induction into scientific research practice alongside professional competences for meaningful service of society. 

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Bachelor of Theology, NQF Level 8.
  • Bachelor of Theology Honours in Biblical Studies, NQF Level 8.
  • Bachelor of Arts Honours in Religious Studies, NQF Level 8.
  • Postgraduate Diploma in Christian Theology, NQF Level 8.
  • Postgraduate Diploma in Theology, NQF Level 8.

    Vertical Articulation:
  • Master of Theology, NQF Level 9.
  • Master of Arts in Theology, NQF Level 9.
  • Master of Philosophy in Theology, NQF Level 9.
  • Master of Theology in Christian Ministry, NQF Level 9.
  • Master of Theology in Christianity, NQF Level 9. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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.