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 
SAQA QUAL ID QUALIFICATION TITLE
111467  Bachelor of Theology 
ORIGINATOR
Baptist Theological College of Southern Africa (The) NPC 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National First Degree(Min 480)  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  480  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   2034-06-30  

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:
Presented as the ministerial qualification recognised by the Baptist Union of Southern Africa, it is aimed at satisfying the minimum qualification by the Baptist Union of Southern Africa as well as other denominations for ordained ministry and quality training. The purpose of the Bachelor of Theology is to equip the learner with advanced research, biblical and theological skills and competencies (both academic and practical in nature) within their major specialisations (Youth; Missiology; Pastoral Studies; Biblical Languages). The purpose of the qualification is produce quality learners with advanced specialisation in their major with increased practical exposure to ministry and an ability to think independently, critically and conduct research at an appropriate level. Throughout the qualification, the above purpose is re-enforced with an inter-disciplinary focus. The qualification was benchmarked with other Seminaries around the world and have ensured that the qualification meets the highest possible research standard when compared with other theological Private Higher Education Institute (PHEI). The purpose of the Bachelor of Theology Degree is also to equip the learner with speciality biblical, theological, and practical competencies within their given area of speciality to be able to minister more effectively within their Churches.

Rationale:
The qualification is designed to further equip Christian leaders in the areas of Pastoral Church Ministry, Cross-Cultural Missions and Youth Ministry, building upon a sound biblical and theological corpus. Presented as the standard qualification at a denominational level for ministry ordination within the Baptist Union of South Africa, although some denominations may require a higher level qualification. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL).

Entry Requirements:
The minimum entry requirement for this qualification is:
  • National Senior Certificate, NQF Level 4.
    Or
  • 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
  • Higher Certificate in Theology or Ministry, NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at Levels 5, 6 and 7 totalling 480 Credits.

    Compulsory Modules NQF Level 5 126 Credits:
  • The Synoptic Gospels and Acts, 12 Credits.
  • The Pentateuch, 12 Credits.
  • Overview of Christian Doctrine, 12 Credits.
  • Introduction to Biblical Languages and Culture, 12 Credits.
  • Introduction to Missiology and Church Planting, 12 Credits.
  • Basic Tools for Apologetics, Christian Evangelism and Discipleship, 12 Credits.
  • Hermeneutics, 12 Credits.
  • Homiletics, 12 Credits.
  • Youth Ministry, 12 Credits.
  • Theological Research Methodology and Writing Skills, 6 Credits.
  • Biblical and Church Residency 1, 12 Credits.

    Compulsory Modules NQF Level 6, 96 Credits:
  • The Pauline Writings, 12 Credits.
  • The Prophets, 12 Credits.
  • Revelation and God, 12 Credits.
  • Humanity, Sin and Christ, 12 Credits.
  • Textual Analysis of the New Testament, 12 Credits.
  • Earlier Church History, 12 Credits.
  • Later Church History, 12 Credits.
  • Biblical and Church Residency 2, 12 Credits.

    Electives Modules NQF Level 6 (Choose at least 6 modules, 72 Credits):
  • Biblical Greek 1, 12 Credits.
  • Biblical Greek 2, 12 Credits.
  • Apologetics and Techniques for Evangelism, 12 Credits.
  • Cultural Anthropology and Developing your Missional IQ, 12 Credits.
  • Spiritual Development, 12 Credits.
  • Youth in Crisis, 12 Credits.
  • Pastoral Apologetics and Biblical Worldview, 12 Credits.
  • Children's Ministry and Childhood Development, 12 Credits.

    Compulsory Modules NQF Level 7, 72 Credits:
  • The Johannine and General Writings, 12 Credits.
  • The Writings, 12 Credits.
  • Salvation, the Holy Spirit and the Church, 12 Credits.
  • Eschatology and Theological Models, 12 Credits.
  • Textual Analysis of the Old Testament, 12 Credits.
  • Biblical and Church Residency 3, 12 Credits.

    Electives Modules NQF Level 7 (Choose at least 6 modules, 72 Credits):
  • Biblical Hebrew 1, 12 Credits.
  • Biblical Hebrew 2, 12 Credits.
  • World Religions and Marginal Peoples, 12 Credits.
  • Methods, Strategies and Glocal Issues in Reaching People, 12 Credits.
  • Theology and Practice of Worship, 12 Credits.
  • Spiritual Direction, 12 Credits.
  • Teenage Ministry and Developmental Theory, 12 Credits.
  • Young Adult and Singles' Ministry, 12 Credits.
  • Baptist Principles, 12 Credits.
  • South African (SA) Baptist Ethos, 12 Credits.

    Compulsory Modules NQF Level 8, 48 Credits:
  • Advanced Theological Foundations, 12 Credits.
  • Christian Theological Ethics, 12 Credits.
  • Specialised Research, 12 Credits.
  • Biblical and Church Residency 4, 12 Credits.

    Electives Modules NQF Level 8 (Choose at least 6 modules: 72 Credits):
  • Researching African Church History with Contemporary Application, 12 Credits.
  • Biblical Hebrew 3, 12 Credits.
  • Biblical Greek 3, 12 Credits.
  • Advanced Missional Thinking, 12 Credits.
  • Contemporary Missiology, 12 Credits.
  • Pastoral Care and Counselling, 12 Credits.
  • Church Ministry and Management, 12 Credits.
  • Equipping the Youth and Family Minister, 12 Credits.
  • Youth Ministry in Social Context, 12 Credits.
  • Christian Leadership and Strategy in Africa, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply specialised biblical and theological knowledge from an inter-disciplinarily perspective.
    2. Apply professional-level competency within the respective fields of ministry expertise.
    3. Access, process, manage and articulate complex theological and contextual concepts from both a global and contextual perspective.
    4. Articulate advanced ministry concepts that lead to healthy church ministry, governance, congregational care and development amidst generational and cultural diversity.
    5. Engage with the original biblical texts and translate, interpret and apply scriptural knowledge holistically.
    6. Function within a wider array of ministry contexts with the ability toward versatility and knowledge sharing for nation building and overall community development.
    7. Apply relevant ministerial skills within selected vocation of expertise with a professional outlook toward a chosen career path.
    8. Critically review the diverse historical importance, broad scope and depth of development of the Christian movement within its current context and historical framework. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Apply the principles derived from research findings through biblical and theological interpretation.
  • Analyse and solve problems individually or in groups.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify key concepts and their relation to each other through fieldwork and through relevant practical exposure.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Facilitate peer engagement and interaction online.
  • Identify concepts and their relation to one another through relevant literature analysis and research output.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Apply the principles derived from research findings to ministry practice in related contexts.
  • Analyse and solve problems individually or in groups.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Test analysis and relevant language data sets through regular Formative Assessment means.
  • Present findings and research orally within context for peer review.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply practical experience and exposure that is assessed through fieldwork and recorded in relevant formats.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Apply the principles derived from research findings to ministry practice in related contexts.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Synthesise concepts and data elements into cohesive research papers with a summative review.

    Integrated Assessment.
    In line with the institutional assessment policy, all assessment processes in must adhere to the internationally accepted principles of assessment and higher education best practice that ensure that assessments are fair and provide accurate information on the competence of the learner who is being assessed. The institution must ensure that all assessments of the qualification adheres to and promotes the principles described in the list below:
  • Accessibility: The outcomes that are being assessed must be clearly described in a language that is appropriate for the level of the qualification and the persons being assessed.
  • Appropriateness: The method of assessment must be relevant to the performance being assessed. The assessment must stay within the parameters of what is required in the specified assessment outcomes.
  • Consistency: Every time the assessment is conducted or the assessment instrument is used it must assess the same outcomes at the appropriate level. If different assessors use the assessment instrument, they should make the same judgements under the same or similar circumstances.
  • Fairness: The assessment must provide all learners with a fair, equal and reasonable opportunity to demonstrate their competence. It should not favour any learner and should not be biased against any learner. The method chosen to assess the learning outcomes must be fair and should not present any barriers that are not related to the work required, particularly for learners with disabilities.
  • Feasibility: The assessment methods should be reasonable, given the available financial resources, facilities, equipment and time. The assessment should not affect the learning negatively or unreasonably interfere with the normal work activities or productivity in the case of employed learners.
  • Transparency and openness: The learner must understand the assessment process, the type of assessment, the outcomes that will be assessed and the criteria that will be used by the assessor.

    Three types of assessment may be used in the qualification: Diagnostic, Formative and Summative Assessment:
  • Diagnostic Assessment:
    The assessment for diagnostic purposes is used to determine the strong and weak points as well as development areas of learners, for example, in order to make decisions about selection, placement or advancement, or to take remedial action in the form of supplementary learning.
  • Formative Assessment:
    supports the teaching and learning process; determines whether learners have grasped the basic concepts before continuing with the qualification; identifies the learner's strengths and weaknesses; timeously identifies at-risk learners; assists in the planning of future learning; is developmental in nature and contributes to the learner's capacity for self-evaluation; helps to make decisions on the readiness of the learner to do a summative assessment; and informs possible adjustments to the qualification. These could take the form of practical exposures and/or fieldwork in connection with Faith Communities.
  • Summative Assessment:
    The purpose of Summative assessment is to ascertain whether a learner has successfully achieved the outcomes of a learning qualification for the successful completion of a qualification, credits or a certificate of competence. Summative assessments are generally conducted at the end of courses or at the end of a learning qualification. Summative assessments are conducted for the purposes of making a judgement about the level of competence of learners in relation to the outcomes of a course or qualification. The results of such assessments are expressed as a mark reflecting a pass or fail for the assessment. There are no stipulated minimum or maximum number of summative assessment opportunities required, however, the Head of Department (HOD) shall determine best practice in their field of specialty. Summative assessments is designed as integrated assessments by assessing related outcomes and/or courses together, where appropriate. The purpose of integrated assessment is to assess competence across a number of outcomes together to assess the ability of the learner to apply the knowledge, skills and other competencies developed in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    A formal comparison has been undertaken along with Malyon Theological College (MTC) in Australia (Accredited institution of Higher Learning).

    MTC offers a Bachelor of Theology (Honours) and also a Bachelor of Ministry (Honours) over 1 years (or up to 3) that is in line with this qualification. This qualification is 4 years but learners can access this qualification if they have a 3-year accredited Bachelor's in Theology. The qualification from MTC accrues 36 Credits in one year whereas this qualification would accrue 120 Credits per year totalling 480 Credits over a four period. At MTC, The Bachelor of Theology (Honours) is designed for learners who have graduated with a three-year Bachelor in Theology or Bachelor of Ministry from the Acts Christian Church (ACT) and who have demonstrated high academic potential. It is a means of preparing men and women for advanced research in Theology. There is an element of coursework and research work required for this Degree that correlates with the requirements at 4th year of this qualification.

    The Graduate attributes of MTC for their honours level Degree correlate with this qualification in many ways:
  • Ability to conduct research in a specialised field of study completed at a high academic level in a learner's first Degree in Theology, including ability to exegete biblical texts in their original language if the area of the thesis so demands.
  • Demonstration of wide reading, intellectual independence, critical thinking and analytic rigour at early postgraduate level such that the potential for further Postgraduate research is emerging. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Theology Honours, Level 8.

    Vertical Articulation:
  • Master of Theology, Level 9. 
    		•

    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.
     
    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.