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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Bachelor of Theology 
SAQA QUAL ID QUALIFICATION TITLE
111462  Bachelor of Theology 
ORIGINATOR
Christ Baptist Church Seminary NPC 
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
Reregistered  EXCO 0821/24  2019-09-03  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 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 train and equip African preachers to accurately interpret and apply the Bible in transforming the African people and communities. The balance of skills, knowledge and experience the qualification will mainly offer include thorough knowledge and understanding of systematic theology, thorough knowledge and understanding in biblical studies and church history, advanced skills in accurately interpreting any genre of the biblical text and applying derived principles and solutions in personal, church, and community life; skills and experience in practical biblical preaching at a local church setting and enhanced skills in leadership of a local church.

The qualification focuses on transforming the African people and their communities through the ministry of the local church. For the church to thrive and cause significant and lasting impact there needs to be competent leadership, which must feature preachers with specific theological and related knowledge, skills, practical experience, ethics, values and attitudes that are vital for leading, preaching, and modelling an example to emulate.

This qualification offers an appropriate balance of theoretical, practical, and experiential knowledge and skills commensurate with the task of the African preacher in Africa. The balance of skills, knowledge and experience the qualification will mainly offer include:
  • Thorough knowledge and understanding of systematic theology and understanding in biblical studies and church history.
  • Advanced skills in accurately interpreting any genre of the biblical text and applying derived principles and solutions in personal, church, and community life.
  • Skills and experience in practical biblical preaching at a local church setting.
  • Enhanced skills in leadership of a local church.

    Rationale:
    In 2017 the Commission for the Promotion and Protection of the Rights of Cultural, Religious and Linguistic Communities (CRL Rights Commission) published a "Report of the Hearings on the Commercialisation of Religion and Abuse of People's Belief System" as a response to concerning religious practices in the country, seemingly mainly around the Christian community (with Pentecostal and Charismatic churches comprising the largest number of religious institutions summoned to participate in the research leading up to the report). The report rightly observed that scores of churches, among other religious organisations, have increased rapidly in recent years, and changed "the face of the religious community and practice irreversibly". But this influence is unfortunately more negative than positive. In the report, the CRL commission decried certain unorthodox practices in the church in South Africa, citing both local and international media reports where for example, pastors instructed congregants to eat grass, snakes, drink petrol, part with significant amounts of money in exchange for miracles or blessings.

    Through various challenges, such as intimidation and lack of corporation from certain religious institutions. the commission cited other disturbing findings such as: exploitation of the poor and vulnerable, lack of registration as a Non-Profit Organisations (NPO), hero-worship of church leaders, practices that potentially violate human rights and ethical principles, extremism (such as forbidding children to attend school), providing untested recommendations on health issues, and more.

    As a response, the commission mainly recommends amendment of the current CRL Act of 2002 and establishment of religion-specific peer review committees in order to enforce sound practice and accountability, without infringing on religious freedom. The report further states that "professionalising the religious sector cannot be deemed to be unconstitutional" because regulating practitioners as professionals is in line with the Constitution and Bill of Rights. Thus in its proposed structure for the regulation of religious institutions, the CRL commission incorporates peer-review committees, umbrella organisations, (registered) worship centres, and the (individual) religious practitioner.

    But a vital part that the commission barely touched on in attempts at reforming the religious landscape of the country and realising a self-regulated industry, is the need for training of the religious practitioners. Regulation and self-regulation may achieve reform to a certain extent, but the idea of professionalisation of the religious seems impossible without an environment that offers quality, formal religious education. Just as doctors and engineers have to be trained to practice, it is near impossible to achieve professionalism without the platform of formalised religious education that offers relevant and adequate knowledge, skills, and values that shape the capacity for an individual to be a professional and accountable religious leader. It does not help to regulate an industry where the practitioners are neither educated nor have the tools of the trade. Regulation and self- regulation may stem negative practices, but not necessarily, and with equal measure, enhance positive ones.

    Institutions have been equipping learners with knowledge and skills necessary for local church ministry and community leadership. In addition, with the qualification will groom learners as professionals for an anticipated professional environment. In order to be recognised and even considered for appointment to lead a church affiliated with credible denominations, one has to have formal qualification. This qualification will not only enhance the knowledge and skill of the individual, but also the credibility.

    Qualifying learners will increase their employability with the potential to assume a variety of roles in society and will be:
  • Equipped to serve as a local church pastor, assuming the leadership and preaching responsibility, among other vital roles.
  • Employable as chaplains in the police, army, and related sectors.
  • Employed as social worker, counsellor or similar capacity within government, learning institutions, and non-governmental institutions.
  • Equipped to function as a skilled and credible community leader, thus the community will benefit from having someone who can lead them in community transformation, and resolving social issues within his scope. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The Recognition of Prior Learning (RPL) policy of the institution applies. RPL shall apply to informal/non-formal learning only, where the learner does not have a relevant RPL may be used either to gain access into a qualification, or to be exempted from certain modules in a qualification, or be granted advanced standing. The learner will have to present a Portfolio of Evidence (PoE) that will be assessed to determine whether the applicant may gain entry into the qualification. The RPL assessment process will be applied to assess whether the learner's knowledge and understanding is at par with the entry level requirements of the programme applied for. Where the learner has applied for exemption from certain modules, the RPL assessment will determine whether they have met the outcomes of the module(s) from which exemption is sought.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • National Senior Certificate, Level 4 granting access to Bachelor's studies.
    Or
  • National Certificate (Vocational), Level 4 granting access to Bachelor's studies.
    Or
  • Senior Certificate, Level 4 with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6 and 7 totalling 370 Credits.

    Compulsory Modules, Level 5,100 Credits:
  • Academic Literacy and Basic Research, 8 Credits.
  • English Proficiency, 10 Credits.
  • Old Testament Survey I, 10 Credits.
  • New Testament Survey I, 10 Credits.
  • Pastoral Ministry, 12 Credits.
  • Foundation for Missions, 10 Credits.
  • Old Testament Survey II, 10 Credits.
  • New Testament Survey II, 10 Credits.
  • Pastoral Theology, 12 Credits.
  • Foundation for Discipleship, 8 Credits.

    Compulsory Modules, Level 6,150 Credits:
  • Early Church History, 10 Credits.
  • Hermeneutics, 12 Credits.
  • Exegesis to Exposition, 8 Credits.
  • Biblical Counselling I, 12 Credits.
  • Systematic Theology I, 12 Credits.
  • Greek Grammar, 12 Credits.
  • Hebrew Grammar, 12 Credits.
  • Reformation and Modern Church History, 10 Credits.
  • Homiletics, 8 Credits.
  • Biblical Counselling II, 10 Credits.
  • Systematic Theology II, 12 Credits.
  • African Church History, 8 Credits.
  • Greek Syntax, 12 Credits.
  • Hebrew Syntax, 12 Credits.

    Compulsory Modules, Level 7, 72 Credits:
  • Practical Preaching I, 12 Credits.
  • Systematic Theology III, 12 Credits.
  • Worldviews, 12 Credits.
  • Practical Preaching II, 12 Credits.
  • Systematic Theology IV, 12 Credits.
  • Biblical Ethics, 12 Credits.

    Elective Modules, Level 7, 48 Credits:
  • Hebrew Exegesis, 12 Credits.
  • Greek Exegesis, 12 Credits.
  • Baptist Principles and Distinctives, 12 Credits.
  • Pastoral Epistles, 12 Credits.
  • Biblical Theology, 12 Credits.
  • Exegesis of Isaiah, 12 Credits.
  • Exegesis of Romans, 12 Credits.
  • Advanced Research, 24 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply integrated knowledge and understanding of systematic theology in terms of its key terms, concepts, theories and principles.
    2. Apply theological concepts and disciplines and analysis these branches of knowledge and generate solutions to theological issues from this knowledge.
    3. Use various hermeneutical principles and exegetical tools and methods in investigative enquiry, in this case, in identifying pericopes of Scripture, and accurately undertaking exegesis of and interpreting the texts in the pericopes within their context, and drawing contemporary applications, principles, and solutions from the findings.
    4. Compare and use theological and other sources to explore questions surrounding the Christian faith, and use the findings to contextualise the proclamation of the Christian faith in varied African contexts.
    5. Examine their own personal faith and Christian character, especially in line with the biblical qualifications of a pastor, and as a result take decisions and act within biblical and ethical bounds in every situation and in all contexts including family, church, and the society.
    6. Engage in and articulate critical and creative theological thinking and writing, and be able to process and communicate these ideas in a particular context in one's own words by drafting clear and academic essays with logical arguments using academic and professional language, relevant and valid sources, with proper referencing without plagiarising.
    7. Be aware of and understand the major non- Christian faiths in Africa and the contemporary world, and be able to participate constructively in multicultural and multi faith communities. This competence will mainly be achieved through the core module on Worldviews.
    8. Identify contemporary social needs and ills of a particular community as a whole and formulate transformative biblical responses that would contribute significantly towards addressing the needs.
    9. Facilitate Christian pastoral ministry to individuals and communities and evaluate its effectiveness and Promote, develop and evaluate transformative leadership in a faith community.
    10. Apply knowledge and skills and practical experience in accurate exegesis of a pericope of Scripture in any genre, creatively drafting a coherent sermon focused on the pericope, with a clear application(s) from the passage and clearly preach the sermon with conviction to a congregation within a specific context, and also be able to self-evaluate one's own experience in terms of the sermon production process, content, and delivery.
    11. Assume a biblical and moral role by developing and applying core Christian and human norms and values to self, individuals, families, the local church, and varied contexts in society and contemporary social issues, to facilitate biblical and moral decision- making and formation. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Clearly and comprehensively define and explain the major foundational doctrines of Christianity, using key terms and suitable scriptural references.
  • Comprehensively define a range of key theological terms in systematic theology.
  • Analyse major theological issues and related viewpoints, and their implications.
  • Interact with academic theological sources, and draft reviews and essays based on findings on various theological topics and/or issues.
  • Defend the Bible using critical and scriptural analysis and arguments as the authority of faith and practice.
  • Identify and scripturally-counter major nonbiblical doctrines in each major branch of theology.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Analyse major theological issues and related viewpoints, and their implications.
  • Demonstrate understanding of the purpose and major themes of specific Bible books featured in a particular module, being able to interpret and apply them within one's context and era, and consider other aspects such as author, audience, context and key texts.
  • Using Scripture, identify and define the major biblical covenants within their context, outlining their major theological concepts and implications for the people of God (including the church and Israel as a nation).
  • Critically analyse continuity vs discontinuity, including a thorough definition, their main concepts, theological strengths and weakness, and implications of adopting either view.
  • Explore the relationship between biblical covenants and biblical eschatology.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Identify various parts of speech in the original language, know their function, and be able to interpret them into English.
  • Recognise and translate Hebrew vocabulary words into English.
  • Translate simple verses from the original biblical language into English.
  • Diagram simple verses in the original language and identify the various parts of speech and how they are functioning in a sentence.
  • Select a pericope of scripture and apply various interpretative principles and methods to analyse and accurately interpret the passage.
  • Effectively use and analyse critical sources such as exegetical commentaries, journal articles and lexicons in interpreting a passage.
  • Communicate findings in an exegetical paper on the passage, with proper formatting and clear referencing.
  • Derive credible conclusions and solutions from analysis.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Demonstrate understanding of the purpose and major themes of each Bible book within its context and era, and other aspects such as author and major texts.
  • Analyse major theological themes in individual Bible books and draw applications for the African context.
  • Demonstrate understanding of the history of the church, the major eras and their influence in the development of the church and church doctrine.
  • Critically address contemporary faith issues/questions from an analysis of church history and historical theology.
  • Demonstrate one's own understanding of systematic theology and truth from a historical perspective.
  • Discuss the role and influence of colonialism to foundational mission activities in key parts of Africa.
  • Discuss the history of key foundational mission activities and key missionaries in West, East and South-Central Africa.
  • Comprehensively discuss the key foundational mission activities and key missionaries in South Africa.
  • Discuss the role of politics, apartheid and other major factors in the development of the church in South Africa.
  • Analyse the emergence and influence of the Pentecostal and Charismatic churches in Africa and their positive and negative influences on the church in Africa.
  • Draw applications and solutions for the present church in Africa from positive and negative aspects that arose in the history of the establishment of the church in Africa.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Demonstrate a biblical understanding and conviction of the role of a pastor as an exemplar of Christian character and discipline, and spiritual leadership in the home, church and community.
  • Demonstrate an understanding of biblical ethics and how to apply them to one's personal life and ministry.
  • Demonstrate faithfulness, growth and consistency in the Christian disciplines of personal prayer and devotional study of the Bible.
  • Evaluate their role and significance in their own faith community.
  • Perform frequent and documented self-counselling.
  • Demonstrate spiritual growth in specific areas of life, mainly by documented experience in solving problems biblically and continuously shedding and overcoming sinful patterns.
  • Document evidence of helping others grow spiritually by solving problems biblically and overcoming sinful patterns.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Identify all parts of speech in any sentence.
  • Identify the major components of any English sentence.
  • Produce a proper sentence diagram from any English sentence and identify the main and subordinate clauses, the phrases, and other parts of speech.
  • Identify the dominant idea of the sentence, and how that dominant idea is developed.
  • Demonstrate the ability to read with comprehension and efficiency.
  • Identify credible and relevant sources from the library, and electronic and online sources.
  • Draft basic academic research essays with diverse credible references.
  • Properly cite different types of sources.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Clearly identify and evaluate the writings of contemporary theologians, their convictions, and the differences and similarities in the various movements.
  • Articulate the different religious groups in the world and one's own context.
  • State the major differences between Christianity and African Traditional Religion, Islam, and Cults.
  • Adequately defend the Christian faith using the Bible.
  • Give a reliable account of the history and value of other faith communities.
  • Analyse the impact of cultural and religious differences on inter and intra community relations.
  • Demonstrate sensitivity towards different cultures and religions.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Develop and use analytical skills to identify and explain the needs of society, and contextually relevant responses to these needs, and how to apply them.
  • Articulate the biblical history of, mandate and models for missions using both the Old and New Testaments.
  • Describe the biblical principles for evangelism, discipleship, and church planting.
  • Develop a personal philosophy of missions.
  • Develop a comprehensive plan for mission's outreach in your local context.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Comprehensively discuss the purpose, major themes, writer, and audience of the Pastoral Epistles.
  • Identify a pericope of Scripture in the Pastoral Epistles, and accurately exegete the passage.
  • Critically analyse a particular theological concept in the Pastoral Epistles, and determine its interpretation, implication of the interpretation, and derive relevant and contextual applications to your ministry as a pastor, and your specific local church congregation.
  • Discuss the biblical rationale and principles for outreach and discipleship.
  • Discuss the centrality of the Gospel in church evangelism, discipleship and planting.
  • Using Scripture, accurately define and determine the purpose and key ministries of the local church, and contrast these against popular and erroneous contemporary views.
  • Develop a leadership and ministry workers training programmes for your local church.
  • Develop a discipleship model and programme for your local church.
  • Develop a comprehensive and effective outreach strategy for your local church.
  • Demonstrate an understanding and conviction that the work of the ministry is not solely that of the pastor, but must be shared amongst the congregation.
  • Demonstrate an ability to motivate your congregation to be involved in the work of the ministry through evangelising non-Christians, discipling fellow Christians, and serving in ministries in the local church.
  • For Baptist learners, critically analyse and defend the cluster of Baptist principles and distinctives. For non- Baptists, critically analyse and defend the principles and distinctives of the church/denomination you ascribe to.
  • Comprehensively discuss the 1924 Statement of Faith as accepted in Durban in 1924.
  • Debate the difference between creeds and principles and articulate why Baptists have gone the route of principles rather than creeds.
  • Articulate and analyse any of the Baptist principles in detail.
  • Discuss how to apply the congregational principle in detail and in such a way that is non-divisive for the local church.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Demonstrate a competent understanding and ability to create grammatical and contextual analysis for any Old Testament or New Testament passage. This includes all aspects of block, line, and semantic diagrams.
  • Demonstrate the ability to summarise multiple concepts from the Biblical text into a single synthesising exegetical outline point.
  • Demonstrate the ability to summarise multiple outline points into a cogent and clear exegetical proposition.
  • Define the timeless theological principles that come out of any Old Testament and New Testament text, and discover the various Fallen Condition Focusses (FCF's) that are derived from the text.
  • Demonstrate the ability to bridge from a detailed exegetical proposition and outline to a homiletical proposition and outline.
  • Study a pericope of scripture and apply various interpretative principles and methods to analyse and accurately interpret the passage.
  • Effectively use and analyse critical sources such as exegetical commentaries, journal articles and lexicons in interpreting a passage.
  • Communicate findings in an exegetical paper on the passage, with proper formatting and clear referencing.
  • Derive credible conclusions and solutions from analysis.
  • Define expository preaching and explain its importance.
  • Demonstrate an understanding of the principles of homiletics used in sermon preparation and delivery.
  • Identify different types genre in the Bible and appropriate methods of interpreting them.
  • Select a pericope of Scripture and accurately interpret and derive a thematic statement and application(s) from it.
  • Draft a full sermon manuscript from the passage, incorporating a clear propositional statement, sermon outline, illustrations, and application.
  • Preach a sermon before fellow learners and lecturer, and before a congregation.
  • Self-evaluate your sermon content and performance during preaching.
  • Incorporate feedback from lecturer, assessor, fellow learners, and your self-evaluation to improve the next sermon.

    Associated Assessment Criteria for Exit Level Outcome 11:
  • Demonstrate a biblical understanding and conviction of the role of a pastor as an exemplar of Christian character and discipline, and spiritual leadership in the home, church and community.
  • Demonstrate an understanding of biblical ethics and how to apply them to one's personal life and ministry.
  • Demonstrate faithfulness, growth and consistency in the Christian disciplines of personal prayer and devotional study of the Bible.
  • Evaluate their role and significance in their own faith community.
  • Perform frequent and documented self-counselling.
  • Demonstrate spiritual growth in specific areas of life, mainly by documented experience in solving problems biblically and continuously shedding and overcoming sinful patterns.
  • Document evidence of helping others grow spiritually by solving problems biblically and overcoming sinful patterns.
  • Resolve various issues that may arise in marriage using relevant biblical counselling concepts and processes.
  • Define ethics in general and articulate the main principles and views on ethics.
  • Define African ethics, and contrast the African and western worldviews and elaborate on how these worldviews influence one's view of ethics and application of ethical principles.
  • Analyse contextually-relevant ethical issues in contemporary society, and apply biblical ethics in resolving them.
  • Discuss major ethical issues in the Bible that seem to conflict with biblical principles, and explore how they may be reconciled with the Bible.
  • Develop a set of consistent principles that can be used in any ethical situation in one's personal life, family, the church and society.

    Integrated Assessment:
    A range of assessments shall be incorporated into the qualification as follows:
    Formative assessment shall include:
  • Tests - written tests shall be incorporated in certain courses to measure knowledge and understanding. At most, a course will feature two formative tests. Most tests will be an hour long.
  • Quizzes - written quizzes shall be incorporated in certain courses to measure knowledge and understanding. Quizzes are more periodic and will be taken almost daily in courses that demand periodic testing (e.g. courses in biblical languages). Most quizzes will be between 10 and 15 minutes long.
  • Group work - collaborative assessments shall also feature in certain courses. Mechanisms to evaluate learners both individually and corporately within the group will be factored in.
  • In-class presentations - some individual and group projects shall require in-class presentations. These will also provide an environment for learners to self- and peer- evaluate.
  • Reading - self-study shall incorporate prescribe reading academic books (whether in whole or in part), accredited journal articles, etc. Basic and/or analytical reading reports will be required for completed reading assignments.
  • Essays - self-study shall also incorporate researching and writing basic academic essays on various topics. Referencing from credible scholars will also be required. Each course will individually state the minimum number of references.
  • Performances - certain courses will require learners to undertake certain tasks and keep a record of their performance. Such tasks will include devotions (praying and reading the Bible), counselling a church member, self-counselling themselves, teaching at a Bible study, etc.

    Experiential/work-integrated assessment - Practical Preaching I and II courses will feature formative preaching assignments, where the learner will have to develop full sermon manuscripts from different genres in the Bible, and preach from them before their lecturers, fellow learners, and/or local church supervisor. This will provide the learner with experience, and opportunities to be assessed by their lecturers, peers, experienced pastor (local church supervisor), and also self-evaluate.

    Summative Assessment:
    Summative Assessments shall include:
  • Final exams - these shall comprise written exams on campus. They shall be used in various courses to measure the overall knowledge and understanding of the learner, and to establish whether all course outcomes have been achieved. These shall be scheduled at the end of the semester after all formative assessments have been undertaken. A course shall only have one final exams, with the option of taking a supplementary exam for learners who would have failed the initial final exam with marks between 45-49%. Final exams shall be taken for a minimum duration of two hours, with the total time allocated specified by individual courses depending on the assessment design and content.
  • Final research projects - due to the nature of their design, certain courses shall not have summative final examinations at the end of the semester, but will incorporate a major final projects. Where this is the case, this shall also be disclosed to the learners at the beginning of the course, and all include assessment details and requirements of the final project. Learners may work on the final project throughout the semester, and submit the completed draft by the stated deadline. Final projects shall mainly comprise a thorough research paper of a topic related to the course, with the minimum number of prescribed and suitable scholarly references.
  • Experiential/work-integrated assessment - Practical Preaching I and II courses will feature a summative preaching assignment, where the learner will have to develop full sermon manuscripts from an assigned Bible genre, and preach from it before their lecturers, fellow learners, and/or local church supervisor. In the summative preaching assignment, the learner shall demonstrate that they have incorporated reviews obtained from fellow learners, lecturers, and/or local church supervisor during formative preaching assignments.

    All formative assessments must average a minimum score of 50% to permit a learner to undertake the summative assessment. The pass mark for the summative assessment, on its own, is 50%. A score of 49%-45% in the summative assessment permits the learner to take a supplementary summative assessment. Any score below 45% on summative assessment is considered a fail, with the learner having to retake the course at their own cost.

    An overall mark of 50% and above (incorporating the average of both formative and summative assessments) shall be the pass mark of the course. The summative assessment in most courses will comprise a weighting of 50% of the final course mark, while the combined formative assessments will comprise a weighting of 50% of the final course mark.

    Integrated assessment under Work-Integrated Learning (WIL):
    The following modules will comprise the Work Integrated Learning (WIL) component of the qualification:
  • Practical Preaching I (3rd year, first semester, 12 Credits) - entails developing and preaching a series of five sermons from different genres on campus before an audience of the lecturer and fellow learners.
  • Practical Preaching II (3rd year, 2nd semester, 12 Credits) - entails developing and preaching a series of five sermons from different genres at one's local church before the local congregation.

    The WIL's integrated assessment will comprise competences/outcomes already assessed in other modules as follows:
  • Ability to accurately exegete a passage (mainly assessed in the Hermeneutics module, 1st year 2nd semester).
  • Ability to formulate exegetical outlines of a pericope of scripture with a main propositional statement (mainly assessed in the Exegesis to Exposition, 2nd year 1st semester).
  • Ability to draft a coherent sermon with a clear proposition statement, outline and body, main principles derived from the text, and contextual application points (mainly assessed in Homiletics, 2nd year 2nd semester).
  • The WIL component adds onto the above assessments by also assessing the ability to preach a sermon before a live audience, first before the lecturer and fellow learners, and subsequently before one's own congregation. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification was compared with similar qualifications offered by the following institutions:

    University of Divinity, Australia, Bachelor of Theology
    Areas of similarity include:
  • Duration (3 years).
  • Exit level outcomes (though our outcomes are more expansive).
  • Number of credits/points (both are 360).
  • Theological fields of study.

    Areas of differences include:
  • Number of minimum courses required to complete the programme (24 for UniDiv vs 34 for the seminary in total).
  • Study mode (mixed mode for UniDiv vs contact mode for the seminary).
  • Minimum number of credits / points at exit level (90 points for UniDiv vs 120 Credits for the seminary).
  • The purposes are largely the same, especially in theoretical learning, with the main difference being that the seminary's programme demands an experiential learning component, while the University of Divinity only outlines it as a possibility.
  • Theological fields of study - the seminary also incorporates the following areas of study, which the University of Divinity's Bachelor of Theology doesn't: Research; ethics; worldviews; biblical languages; biblical interpretation and exposition; and Work-Integrated Learning.

    Finders University, Australia, Bachelor of Theology
    Areas of similarity include:
  • Duration (3 years).
  • Exit Level Outcomes (though our outcomes are more expansive).
  • Theological fields of study.

    Areas of differences include:
  • The purposes are largely the same, especially in theoretical learning, with the main difference being that the seminary's programme demands an experiential learning component, while the University of Divinity only outlines it as a possibility.
  • The Finders' programme has a wider range of elective modules, across all three years, with only nine modules being core, and the rest electives. The seminary's programme mainly features compulsory core and fundamental courses (30 in total), and the learners may take up to four electives from a range of eight electives in total at the final academic (exit level) year.
  • Up to a third of the Finders' programme may be completed through electives in the non-theological field. The seminary's programme mainly features the theological field.
  • Biblical languages are compulsory in the seminary's programme, but are electives in the Finders' programme. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.

    Horizontal Articulation:
  • Advanced Diploma in Theology, Level 7.

    Vertical Articulation:
  • Bachelor of Arts Honours in Theology, Level 8.
  • Postgraduate Diploma in Theology, Level 8. 
    		•

    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.
     
    1. Christ Baptist Church Seminary NPC 


    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.