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: 

Postgraduate Diploma in Higher Theological Education 
SAQA QUAL ID QUALIFICATION TITLE
123321  Postgraduate Diploma in Higher Theological Education 
ORIGINATOR
George Whitefield College 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
Postgraduate Diploma  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  EXCO 0628/24  2024-11-21  2027-11-21 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-11-21   2031-11-21  

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 
The purpose of the Postgraduate Diploma in Higher Theological Education is to provide a part-time and online professional qualification for lecturers and academic administrators in theological colleges and Christian universities across the continent of Africa and beyond. The qualification is interdisciplinary in nature drawing from the fields of theology and higher education.

The qualification will enable working professionals to undertake advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in an area of specialisation. This qualification demands a high level of theoretical engagement and intellectual independence, as well as the ability to relate knowledge to a range of contexts to undertake professional or highly skilled work.

The qualification will facilitate the professional development of academics engaged in the field of theological education in the higher education band. It focuses on facilitating the vocational development of academically trained theological graduates to become theological educators in theological colleges, seminaries and Christian universities. The qualification sets out to develop learners' knowledge of theological education as Higher Education. Further, it seeks to enhance participants' ability to facilitate and manage change in their institutions by assessing needs and applying solutions.

On completion of this qualification, qualifying learners will be able to:
  • Synthesise concepts from the disciplines of theology and education as practised in theological colleges to further their professional and institutional practice.
  • Apply a critically reflective habit to develop their professionalism in philosophy and practice of teaching and learning, and administrative competence.
  • Demonstrate proficiency in utilising the main conceptual frameworks and practical skills needed to provide theological education at a higher education level to their theological subject/administrative area.
  • Conduct and apply research to current practice and theory of higher education in their institutional and cultural context to meet its specific mission goals.
  • Lead change in the provision of theological education by identifying issues of concern and providing solutions in a coherent, theological, ethical and educational manner.
  • Work effectively as a team member within a theological institution setting to support institutional efforts to improve learner learning in theological education.

    Rationale:
    This is a professional qualification that contributes to the development of theological education as Higher Education in the African context. The primary stakeholders are the theological institutions in Africa and the lecturers and academic administrators that serve them. It contributes to theological education by providing existing practitioners with an opportunity to become transformational agents in teaching and administrative practice by reflecting and acting on current educational research and changing socio-cultural contexts. Further, the qualification is designed to enable institutional leaders to put the mechanisms in place to support the teaching/learning needs of individuals as well as the longer-term strategic objectives of institutions and the sector.

    The qualification was developed to fulfil the following needs:
  • The need for cognitively contextualised theological education to address the needs of teaching and learning from an African perspective.
  • The need for theological education to articulate faith, leadership and mission in the context of the church.
  • The need for Christian educators to advocate for a Christian approach to learning that is consistent with the nature and purpose of theological education and provides an alternative to theological education being driven by secular or Western agendas.
  • The need for theological institutions to be able to articulate their needs in a globalised higher education environment of accountability to State-accrediting bodies and to navigate effectively in this new reality.
  • The need for continuous professional development, enabling leaders in theological education to keep abreast of developments in higher education, contribute to good institutional administration and governance and contribute to institutional sustainability.

    Professional networks that have been consulted towards the development of this programme include Theological Education Association of Southern Africa; Africa Mile Deep Strategy and Local Online: A Global Strategy (LOGS) through Local Leaders International; Global Anglican Futures Conference Theological Education Network (GTEN); International Council of Evangelical Theological Education (ICETE). LOGS and GTEN will provide part-time lecturers with a Memorandum of Understanding and ICETE will provide external moderation. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Advanced Diploma in Theology, NQF Level 7.
    Or
  • Bachelor of Arts in Theology, NQF Level 7.
    Or
  • Bachelor of Theology, NQF Level 7.
    Or
  • Bachelor of Theology in Christian Ministry, NQF Level 7.
    Or
  • Bachelor of Theology in Community Leadership, NQF Level 7. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at NQF Level 8 totalling 120 Credits.

    Compulsory modules, Level 8, 90 Credits:
  • Theology of Theological Education (TE), 15 Credits.
  • Learning and Teaching for Higher Theological Education. 15 Credits.
  • Assessing Learning in Higher Theological Education (HTE). 15 Credits.
  • Curriculum Development in Theological Education. 15 Credits.
  • Mini Research Project. 30 Credits.

    Elective Modules, NQF Level 8, 30 credits (Choose any two modules):
  • Academic Leadership in Higher Theological Education 15 Credits.
  • Management and Planning for Leadership in Higher Theological Education. 15 Credits.
  • Distance and Online Education. 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Synthesise concepts from the disciplines of theology and education as practised in theological colleges to further their professional and institutional practice.
    2. Apply a critically reflective habit to develop their professionalism in philosophy and practice of teaching and learning, and administrative competence.
    3. Demonstrate proficiency in utilising the main conceptual frameworks and practical skills needed to provide theological education at a higher education level to the theological subject/administrative area.
    4. Conduct and apply research to current practice and theory of higher education in their institutional and cultural context to meet its specific mission goals.
    5. Lead change in the provision of theological education by identifying issues of concern and providing solutions in a coherent, theological, ethical and educational manner.
    6. Work effectively as a team member within a theological institution setting to support institutional efforts to improve learner learning in theological education.

    Associated Assessment Criteria
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Describe the current debate on the nature of theological education.
  • Extrapolate theological principles and apply them to current professional and institutional practice.
  • Identify and solve problems.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Apply literature on teaching and learning/ theology of theological education to inform self-reflection on own practice.
  • Develop a philosophy and practice of teaching and learning/administration through self-reflection.
  • Appy insights from self-evaluation to professional practice.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Construct subject-specific teaching methods informed by current developments in the thinking and theory of higher education and theology and understanding of the learner's context.
  • Critically apply current conceptual frameworks of best practice in higher education to the theological education context.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Construct the criteria drawn from the literature on higher education to evaluate practice.
  • Identify strengths and weakness in an institution's approach to administration, management, teaching/ learning practice and policy.
  • Predict possible scenarios that might offer solutions to issues raised.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Raise an awareness of the ethical issues in leading change.
  • Raise the critical awareness of current thinking on organisations and change.
  • Reflect on personal practice as a change manager in the light of biblical principles and change theory.
  • Identify the possible issues in their institution that can be addressed by the application of principles drawn from the literature on higher education.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Collaborate with colleagues in Communities of Practice.
  • Self-reflect on engagement with others in the institution.
  • Identify training/mentoring opportunities in the institution. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Kingdom
    Institution: London School of Theology
    Qualification Title:
    NQF Level: Level 7 on the QAA 8 level Frameworks for Higher Education Qualifications (FHEQ)
    Credits: 120
    Duration: Two years part-time
    Entry requirements:
  • An honours degree in the field of theology.
  • Be engaged in the vocation of theological education.

    Purpose:
    The London School of Theology is designed to enable theological educators from all over the world to obtain professional training in theological education. This qualification is aimed at facilitating the professional development of academics engaged in the field of theological education in the higher education band. It provides them with the knowledge skills and tools to provide leadership in their professional roles that is grounded in the current theory and practice of higher education and takes cognisance of the practical, theological and contextual needs of theological education.

    Exit level outcomes.
  • Gain scholarly perspectives on theological education that integrate academics ministerial training and spiritual formation.
  • Relate the philosophy and history of higher education to theological education.
  • Acquire practical skills in teaching and learning.
  • Engage with issues in leadership and management.
  • Engage with design and delivery issues.
  • Explore spiritual formation, mentoring and character education.
  • Learn how to apply educational research skills to context.

    Similarities:
  • The London School of Theology (LST) and the South African (SA) qualifications have 120 credits.
  • Both qualifications are offered over 2 years full-time.
    The LST and SA qualifications specifically target theological educators teaching in a Bible college or seminary, considering a vocation in theological education, and those involved in leadership or academic responsibilities in a theological college.
  • Both qualifications cover similar exit outcomes.

    Differences:
  • The LST qualification is registered at level 7 on the QAA 8 level FHEQ) whereas the SA qualification is registered at level 8 on the ten (10) level NQF-SA.
  • The LST qualification requires applicants who hold an honours degree in the field of theology and to be engaged in the vocation of theological education while the SA qualification requires applicants who completed the undergraduate degree.
  • The SA qualification is delivered through synchronous online sessions while the LST qualification is delivered through asynchronous mode.

    Country: Australia
    Institution: Sydney College of Divinity.
    Qualification Title: Graduate Certificate in Theological Education.
    NQF Level: AQF Level 8.
    Credits: 36 Credit Points.
    Duration: 6 months full-time and 18 months part-time.
    Entry Requirements:
    Admission to the Graduate Certificate in Theological Education requires:
  • Satisfactorily completed a three-year AQF 7 award in the field of Philosophy and Religious studies (Australian Standard Classification of Education field 0917 (or equivalent) from an institution recognised by the Academic Board.
    Or
  • Current or previous experience as a theological educator in the tertiary sector.
    And
  • Satisfactory completion of a pre-enrolment interview with a relevant course advisor.

    Purpose:
    The Graduate Certificate in Theological Education is designed for those who hold a tertiary qualification in the field of philosophy and religious studies, who are engaged in theological education, and who wish to pursue a graduate qualification in theological education to enhance their professional work.

    Graduates will have:
  • An advanced understanding, within a coherent body of knowledge, in the field of theological education.
  • Specialised theoretical and technical knowledge related to the delivery of theological education.
  • An understanding of the principles of inquiry and methods applicable to the principles and practice of theological education.
  • Demonstrate specialised cognitive and technical skills in the design, development and delivery of theological education.
  • Evaluate current educational theory from a theological perspective review and synthesise historical approaches to the theory and practice of theological education.
  • Critically consider and evaluate a variety of approaches to theological education.
  • Develop effective methods of learning and teaching in theological education.
  • Apply knowledge and skills in a way that demonstrates autonomy, well-developed judgment, adaptability, and responsibility as theological educators in the tertiary sector.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules.

    Compulsory Modules18 credit points:
  • Principles of Theological Education comparable to Theology of Theological Education.
  • Theological Pedagogy comparable to Learning and Teaching for Higher Theological Education.

    Elective Modules, 18 credit points (Select two modules):
  • Contemporary Issues in Theological Education comparable to Theology of Theological Education.
  • Theological Curriculum comparable to Curriculum Development in Theological Education.
  • Theological Education Project.
  • Theological Education Focused Study comparable to Theology of Theological Education.
  • Theological Education and [Western/Christian] Civilisation comparable to Theology of Theological Education.
  • Contextualising Theological Education comparable to Theology of Theological Education.
  • Assessment Design in Theological Education comparable to Assessing Learning in Higher Theological Education.
  • Distinctives of Theological Education in the X Tradition.
  • Ecumenical Theological Education comparable to Theology of Theological Education.
  • Research Project comparable to Mini Research Project.
  • Seminar in [Contemporary Theological Education] comparable to Theology of Theological Education.
  • Issues in [Contemporary Theological Education] comparable to Theology of Theological Education.
  • Research Essay [Research Methodology] comparable to Mini Research Project.

    Progress to Further Awards
  • Those holding the Graduate Certificate are eligible to articulate to the 8 Unit Master of Arts, retaining their Graduate Certificate.
  • Those holding the Graduate Certificate are eligible for 2 Units of Credit (18 credit points) in the Master of Divinity or the Master of Theology, if the Graduate Certificate is retained, or 4 Units of Credit (36 credit points) if the Graduate Certificate is surrendered.

    Similarities:
  • The Sydney College of Divinity (SCD) and the South African (SA) qualifications are registered at level 8 on the level AQF and SA NQF.
  • The SCD and the SA qualifications are designed for those who hold a tertiary qualification in the field of philosophy and religious studies, who are engaged in theological education, who wish to pursue a graduate qualification in theological education and enhance their professional work.
  • Both qualifications require the participant to hold a tertiary qualification in the field of philosophy or religious studies at level NQF7 and AQF 7 respectively.
  • Both qualifications consist of compulsory and elective components.
  • Both qualifications cover topics related to principles of theological education, current thinking and history of theological education pedagogy, theological curriculum, and assessment. Study modules are comparable in depth, and learner workload.
  • The SCD and the SA qualifications articulate vertically to a Master of Theology or related field.

    Differences:
  • The SA qualification has 120 credits whereas the SCD qualification has 36 credit points.
  • The SCD qualification takes 6 months of full-time study and 18 months of part-time time whereas the SA qualification takes one year of full-time study.
  • The SA qualification offers less variety in choice of electives since it has a greater emphasis on institutional and academic leadership whereas the SCD offers more variety in choice of electives. 
    		•

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

    Horizontal Articulation:
  • Bachelor of Arts Honours in Mission Studies, NQF Level 8.
  • Postgraduate Diploma in Education Leadership, NQF Level 8.
  • Postgraduate Diploma in Higher Education, NQF Level 8.

    Vertical Articulation:
  • Master of Arts in Theology, NQF Level 9.
  • Master of Philosophy in Theology, NQF Level 9.
  • Master of Theology in Biblical Studies, NQF Level 9.
  • Master of Theology in Christian Ministry, NQF Level 9.
  • Master of Theology, NQF Level 9.
  • Master of Education, NQF Level 9.
  • Master of Higher Education, NQF Level 9.
  • Master of Philosophy in Higher Education, NQF Level 9.
  • Master of Higher Education Studies, NQF Level 9.
  • Master of Philosophy in Higher Education Studies, NQF Level 9.

    Diagonal Articulation
    There is no diagonal articulation for this qualification. 
    		•

    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. George Whitefield College 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.