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: 

Advanced Certificate in Religious Education 
SAQA QUAL ID QUALIFICATION TITLE
111898  Advanced Certificate in Religious Education 
ORIGINATOR
Theological Education by Extension College of Southern Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  Field 05 - Education, Training and Development  Schooling 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 06  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   2031-06-30  

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 Advanced Certificate in Religious Education is designed for religious educators in faith-based primary and secondary schools. It aims to equip those who teach, with the necessary knowledge, skills and attitudes to offer a theologically sensitive and educationally sound qualification of Religious Education in a faith-based school. A distinction between primary and secondary teaching will be made in particular through the assessment activities.

In particular, it aims to equip teachers:
  • To conduct a well-informed and well-resourced practice of Religious Education according to sound educational and religious principles, in a personal way that relates well to their teaching context.
  • To manage the Religious Education (RE) curriculum in a chosen grade in a way that is sensitive to systemic requirements, current issues and learner interests.
  • To demonstrate a critical knowledge of the nature of Religious Education and the role of the religious teacher and show how this shapes their day-to-day practice of RE.

    The curriculum of the qualification covers all the essential elements of religious experience and practice. In this it helps teachers to develop a broad and holistic view of religion.

    Rationale:
    Support from three major denominations which run faith- based schools (Catholic, Methodist and Anglican) want this qualification to train their educators.

    The qualification will target educators who are in faith-based schools. It also targets clergy (mostly involved in catechumenate education within pastoral charges and related institutions).
    This qualification is at Level 6 on the NQF. It will be a supplementary qualification for those who wish to further equip themselves in this subject area, those educators and Clergy with relevant qualifications.

    Currently, the curricula for educators and clergy do not always deal with the area of religious education thoroughly, although there is an expectation that religious education will provide within faith-based schools and pastoral charges. This qualification seeks to equip the learner (educator or clergy) with the relevant knowledge, values and skills as a religious educator within their particular context. This then constructively strengthens the role and participation of faith-based communities within society. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    Recognition of Prior Learning is available either:
  • For access to the qualification through RPL by integrated assessment.
    Or
  • For credit by application using the standard institutional RPL process.

    Entry Requirements:
    The minimum entry requirement is:
  • An NQF Level 5 qualification. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of compulsory and elective modules at National Qualifications Framework Level 6, totalling 120 Credits.

    Compulsory Modules, 60 Credits:
  • Revelation, Scripture and Tradition, 15 Credits.
  • Human Existence, God and Human Destiny, 15 Credits.
  • World Religions and Interreligious Dialogue, 15 Credits.
  • Religious Education in Theory and Practice, 15 Credits.

    Elective Modules, 60 Credits (Choose four):
  • The Jesus of History and the Christ of Faith, 15 Credits.
  • The Search for Meaning and Values: Human Culture, Religion and Faith, 15 Credits.
  • Spirituality and Life, 15 Credits.
  • Principles of Social Justice, 15 Credits.
  • The Worshipping Community, 15 Credits.
  • Religion, Morality and Society, 15 Credits.
  • Science and Religion, 15 Credits.
  • The History of Christianity, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a broad but clear historical sense of God's unfolding plan for humankind from the perspective of Christian faith in dialogue with other world religions;
    2. Have knowledge and appreciation of the beliefs and practices of the major religions in South African society;
    3. Show an understanding of the nature and origin of inspired sacred writings, in particular, the Hebrew and Christian scriptures;
    4. Demonstrate critical knowledge of the Bible as God's word in human language, and an awareness of different methods of interpretation;
    5. Describe and engage with the central teachings of Christianity from a historical perspective across a selected range of theological and moral issues;
    6. Interpret these teachings in the light of their personal faith and religious experience, and demonstrate an ability to translate them into their learners' life contexts and experience;
    7. Have an understanding of the place of religion in personal, social, cultural and political life;
    8. Demonstrate critical knowledge of the nature of Religious Education and the role of the religious educator;
    9. Manage the Religious Education curriculum in a chosen grade in a way that is sensitive to both systemic requirements, current issues and learner interests;
    10. Conduct a well-informed and well-resourced practice of Religious Education according to sound educational and religious principles, in a personal way that relates well to their teaching context. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate knowledge of the life of Jesus and the origin and development of Christianity is demonstrated, with a particular focus on South Africa.
  • Understand and appreciate the engagement of various communities in interreligious dialogue, both locally and globally.
  • Understand and appreciate religious diversity.
  • Articulate the meaning of Christ for today's world through a correlation of Christian faith with contemporary science and culture.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Describe and evaluate the historical background, origin and subsequent development of the major religions in South Africa.
  • Explain and evaluate the main features of the texts, the belief systems and the personal and communal practices of a range of major religions in South Africa.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Demonstrate an understanding of key concepts about revelation and scripture in the Christian tradition.
  • Describe and analyse the composition of the canons of the Hebrew Bible and Christian New Testament.
  • Describe the nature and origin of sacred writings in different religions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Analyse the role of scripture in Christian tradition.
  • Recognise the various literary genres found in sacred writings.
  • Apply a range of methods used to interpret biblical passages.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Understand the nature of Christian theology.
  • Describe a general overview of the sub-disciplines and areas of concern of Christian theology.
  • Demonstrate a working knowledge of Christian theology's sources and methods.
  • Responsibly use foundational theological knowledge to address a range of relevant issues, taking into consideration different perspectives, such as ecological, feminist or liberation theologies or the interaction of science and religion.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Develop an ability to deal with theological questions in a teaching situation with a sensitive and sound educational approach.
  • Describe and analyse a range of perspectives in one of the following fields - spiritual practices and disciplines in Christianity and other world religions, issues of social justice seen from a religious standpoint, or the rites, rituals, signs and symbols used in religious and secular contexts.
  • Engage learners meaningfully in one of the following areas - spiritual practices and disciplines in Christianity and other world religions, issues of social justice seen from a religious standpoint, or the rites, rituals, signs and symbols used in religious and secular contexts.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Describe and analyse a range of traditional and contemporary expressions of the search for meaning in one of the following fields - the role of religion in human culture, the development of ethical and moral codes, or the dialogue between science and religion.
  • Describe and analyse a range of current issues in one of the following fields - the role of religion in human culture, the development of ethical and moral codes, or the dialogue between science and religion.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Describe and analyse different religious and legal factors that shape the teaching and learning in different contexts.
  • Demonstrate an understanding of the meaning and practice of religious education in different contexts is.
  • Demonstrate an awareness of the history of religious education in the global and South African contexts.

    Associated Assessment Criteria for Exit Level Outcome 9:
  • Understand the aims, objectives and scope of Religious Education as defined for a particular teaching and learning context is demonstrated.
  • Demonstrate knowledge of the Religious Education curriculum in the learner's specific context.
  • Translate curriculum into classroom programmes.

    Associated Assessment Criteria for Exit Level Outcome 10:
  • Demonstrate awareness and practical knowledge of, and a sensitivity to, the differences found among learners, and take into account in shaping pedagogical choices.
  • Demonstrate competence and confidence to lead the teaching and learning process in a formal Religious Education context.
  • Describe and apply methods of interreligious teaching and learning in a teaching context. 
    		•

    INTERNATIONAL COMPARABILITY 
    The types of Religious Education qualifications offered internationally are:
    The Australian Institute of Theological Education, Australia offers Graduate Certificate in Religious Education;
    Or
    The School of Education, University of Notre Dame, Australia offers Graduate Certificates;
    Or
    As an "Additional Qualification" at the Ontario College of Teachers in Canada.

    The Education Department of the University of Scotland, United Kingdom, offers a distance mode programme in Religious Education for those who already hold a teaching qualification, and the qualification qualifies for CPD points (Continuing Professional Development).

    These qualifications are a specialist supplement to preliminary qualifications already held by teachers and clergy. They also cover similar content and themes such as scripture, faith, sacramental and liturgical life, the church, ethics and morality, practical application as well as pedagogies in religious education. The aims of the qualifications are similiar:
  • The Canadian qualification develops the skills and knowledge needed by teachers to design, deliver and assess programs within a particular discipline".
  • The Austrailian qualification features content firmly linked to everyday work practices in contemporary classrooms. Learners will gain critical skills to teach an effective religious education curriculum in their local context and to meet the unique challenges of a pluralistic society". 
    		•

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

    Horizontal Articulation:
  • Advanced Certificate in Theology, NQF Level 6.
  • Diploma in Theology, NQF Level 6.
  • Advanced Certificate in Religious and Values Education, NQF Level 6.
  • Diploma: Religious Studies, NQF Level 6.

    Vertical Articulation:
  • Advanced Diploma in Ministry, NQF Level 7. 
    		•

    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. Walter Sisulu University 


    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.