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:

Higher Certificate in Church Ministry

SAQA QUAL ID	QUALIFICATION TITLE
115961	Higher Certificate in Church Ministry
ORIGINATOR
Mukhanyo Theological College
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Higher 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	120	Not Applicable	NQF Level 05	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2020-01-08	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 Higher Certificate in Church Ministry provides learner-church pastors with the necessary knowledge, cognitive and conceptual tools and skills for higher education studies in the knowledge field of theology. At the exit level, the learner will be able to effectively lead and manage local and regional churches and hold theological interaction with other Church leaders in their communities. All teaching and learning activities contribute to the development of targeted learners.

The design of the qualification takes the learners from a basic understanding of the major Christian doctrines, Biblical missions and pastoral leadership to a diligently leading and managing a local church, doing rural and urban mission. After completing this qualification, the learners will demonstrate an ability of how to identify and evaluate and solve conflicts in the church with solutions based on relevant biblical evidence and centred church procedures.

Rationale:
The institution realises that there is a high demand for more flexible provision of learning opportunities that may allow potential learners to study alongside other life commitments such as work, family and community engagements. The qualification intends to reach a more significant number of learner pastors in order to meet this demand. It caters for more diverse learner needs, in ways that maintain quality of higher education while achieving some cost savings for both the institution and learners, e.g. the costs of travel for direct, face-to-face contact at the institution. The qualification will be implemented concurrently with the Higher Certificate in Bible Teaching, which targets the learners who feel called and have a deep passion and strong desire to serve local churches as pastors and church leaders.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
Interpretation and Implementation.
The institution's rationale for RPL is part of the National Plan for Higher Education in South Africa, with specific reference to the emphasis on increased access to higher education. The evaluation of prior learning is an academic task like other forms of assessment and is done by academic experts in a given field, drawing on other experts if needed. RPL builds on knowledge and skills that adults have already acquired. RPL practices for specific qualifications are context-specific and framed appropriately to those differing contexts.

RPL is available to all staff and wishing to gain access to the institution for study purposes. RPL uses ways that allow learners a reasonable chance of succeeding in their studies. Provision of academic support forms an integral part of the RPL process. Learners contribute towards RPL administration fees. The contribution will not exceed the cost of a full-time face-to-face subject or learning institution. The following are taken into account when establishing assessment mechanisms and assessing learning from work or life experience:

Authenticity-the learner can successfully demonstrate the learning outcome;

Currency-the learning outcome is still valid and demonstrable;

Quality-the learning reached the acceptable level;

Relevance-the learning applies to the area claimed;

Transferability-the learning outcome applies outside the specific context of learning;

Comparability-the assessment mechanisms ensured that the prior learning is comparable in content and standard with the subject(s).

The standards applied in assessing prior learning should are not higher than those required to pass the learning qualification. Once a learner has been awarded credit based on RPL, subsequent credit transfer based on these learning outcomes is not allowed. Final accountability for the successful implementation of this Policy lies with the Academic Management Committee. The Head of Department is responsible for the actual implementation of this Policy and their commitment to its implementation will form part of their performance appraisal areas.

Entry Requirements:
The minimum entry requirement for this qualification is:

Senior Certificate, NQF Level 4.
Or

National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.
Or

National Certificate Vocational, NQF Level 4 granting access to Higher Certificate studies.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at Level 5, totalling 120 Credits.
Compulsory Modules, 120 Credits:

Doctrine of the Church, 10 Credits.

Church Offices, 10 Credits.

Pastoral Ministry in the Church, 10 Credits.

Biblical Counselling, 10 Credits.

The Biblical Missions of the Church, 10 Credits.

The Church and Christian Worship, 10 Credits.

History of the Christian Church, 20 Credits.

The Witness of the Church, 10 Credits.

The Church and False Teachings, 10 Credits.

Preaching and Teaching the Bible 1, 10 Credits.

Preaching and Teaching the Bible 2, 10 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate the knowledge of the critical terms, theological themes and biblical principles of church ministry.
2. Demonstrate an awareness of how preaching, teaching, pastoral care ministries and worship have developed through the centuries.
3. Select and apply good and appropriate principles for ministering in local churches through pastoral care, evangelism, missions, children and youth ministries and leading worship activities.
4. Critically evaluate and responsibly deal with common church ministry challenges, including those involving disorderly church members, poor leadership, lack of managerial skills, false teachings and church stagnation.
5. Comfort to the biblical standards of character and social behaviour, to oppose crime and immorality and promote ethical values and ethics.
6. Select, collect, analyse, evaluate and apply necessary research skills by skilful information from the Bible as a primary source and from other sources (primarily literary, both digital or printed) and by acknowledging all sources in an accepted way.
7. Communicate effectively Biblical truth orally and in written form in their vernacular language(s) and English.
8. Take a supervisory role and interact with others in the church, responsibly using spiritual gifts and church resources.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcomes:

Identify and solve problems in which responses display that responsible decision using critical and creative thinking from the Biblical worldview into consideration.

Work effectively with others as a member of a team or group.

Organise and manage oneself and one's activities responsibly and effectively demonstrating ability in time management.

Collect, analyse, organise and critically evaluate information.

Demonstrate an understanding of contemporary issues within society and the ability to engage these critically.

Apply competent Interpretation of the Bible and present-day circumstances.

Demonstrate an in-depth grasp of the Old and New Testaments and critical issues related to Interpretation and Presentation.

Conduct research independently and competently.

Apply classroom knowledge to the Work environment.

Interpret the Bible sufficiently to be able to use the knowledge gained to teach the content coherently, and that the audience has a good grasp of the information and know-how to handle it in life.

Integrated Assessment:
There must be evidence of the integration of knowledge, skills and attitudes (values) across the assessment.
Also, there must be opportunities for learners to show that they can demonstrate the achievement of several outcomes (both critical and specific) within a single assessment task. The assessment should focus on the application of the learners' learning, not upon the recall of learning.

Continuous Assessment:
All assessment will be continuous. The assessment will be regular, cyclical and formative. In line with an Outcomes-Based Education approach, learners should be assessed on an on-going basis in a variety of ways during the module.

Variety of Evidence:
Assessors should make use of different methods of assessment on which to make summative decisions. A variety of assessment tools should be used (see explanatory notes), in order to enhance the teaching and learning process and to provide for sufficient opportunity to explore the curriculum entirely. The nature of learning will determine the nature of the assessment.

Formative Assessment:
Part of all assessment should be formative (i.e. for the benefit of learners' learning, rather than for educational decision-making). The formative assessment uses a variety of methods.

Summative Assessments:
There will be a minimum of two summative assessments during the term.

INTERNATIONAL COMPARABILITY

This qualification was designed at this institution after consultation that brings numerous International experts in the Industry. Experts from Canada, USA, Malawi, Zambia, Sudan, Kenya, The United Kingdom and South Africa among others are responsible for the qualification. It has therefore been benchmarked sufficiently with International Role Players in the Industry. Of decisive importance is a local, regional and international mapping of the design, which indicates the possibility of horizontal articulation with similar qualifications locally and abroad. This qualification equates with the Higher Certificate in Theology (Baptist Theological College - BTC), Hbo-opleiding theologie (Cursus Godsdienst Onderwijs - CGO - The Netherlands, Certificate of Higher Education in Theology, Ministry and Mission (Cambridge Theological Federation (CTF) - Durham University).

The inclusion of the CGO in this comparison requires some clarification on the Dutch education system:

Basisschool (Primary School) - 8 years (Toddler education = 2 years + Lower Education = 6 years).

Mavo - 4 Years without entry to a university or a higher certificate (SA equivalent).

Havo - 5 Years with entry to a propedeuse and afterwards a B Degree.

Vwo - 6 Years with entry to a university.

Hbo-propedeuse - 1-year 1680 nominal hour qualification which is the equivalent of the South African Higher Certificate.

The similarities between the South African institution Higher Certificate in Church Ministry and the qualifications from other institutions are indicated below:

The Hbo-opleiding Pastoraal Werk offered by Cursus Godsdienst Onderwijs is a 1-year- 1680 nominal hour qualification which is the equivalent of the South African Higher Certificate. It is offered to the learners on a full-time basis.

The qualification is an introduction into theological studies. The qualification allows the learner to continue with theological studies on a B degree level. CGO is an institution in the Netherlands where the content of the programme is based on the Word of God and the Three Forms of Unity. The Hbo-opleiding Pastoraal Werk is similar to this qualification in terms of the following modules offered:

Kerkgeschiedenis - 2.5 = 4 Credits in SA (History of the Christian Church - 20 Credits).

Wereldgodsdiensten - 2.5 = 4 Credits in SA (The Church and False Teachings - 10 Credits).

Praktische theologie - 7.5 = 12 SA Credits (Preaching and Teaching the Bible 1 & 2 - 20 Credits).

Catechetiek - 5 = 8 SA Credits (Children and Youth Ministry).

Pastoraat - 5 = 8 SA Credits (Pastoral Ministry in the Church 10 Credits).

Apologetiek - 5 = 8 SA Credits (The Witness of the Church - 10 Credits).

The Cambridge Theological Federation, in Durham University in the United Kingdom offers Certificate of Higher Education in Theology, Ministry and Mission. The qualification prepares learners for ministry work and those who want to be "fully equipped for Christian life and service". This qualification is a first step towards recognised lay and ordained minister in the Reformed Church. The CTF through the Durham University course serve institutions representing the United Reformed and Baptist churches. This qualification is similar to the institution's qualification in terms of the content/ modules and minimum credits.

ARTICULATION OPTIONS

This qualification offers both possibilities of horizontal and vertical articulation.

Horizontal Articulation:

Higher Certificate in Biblical Studies, NQF Level 5.

Vertical Articulation:

Diploma in Biblical Studies, NQF Level 6.

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.	Mukhanyo Theological College