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 THAT HAS PASSED THE END DATE:

Higher Certificate: Lay Ministry

SAQA QUAL ID	QUALIFICATION TITLE
36106	Higher Certificate: Lay Ministry
ORIGINATOR
Nazarene Theological College NPC
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National 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	240	Level 5	Level TBA: Pre-2009 was L5	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		SAQA 0148/03	2003-07-01	2006-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-06-30		2010-06-30

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

The purpose of the Higher Certificate in Lay Ministry is to provide effective, contextual ministerial preparation for learners who feel the call of God to minister to communities as lay leaders in the Church of the Nazarene, as well as any other denomination that ascribes to the Church`s doctrinal persuasions.

In addition, the Higher Certificate in Lay Ministry is a formal qualification that is designed to provide access to further study in the Diploma in Theology and on the NQF level 6 and higher.

Rationale for the Qualification:

According to the Manual of the Church of the Nazarene (para.380), the spiritual and academic enrichment of all its congregation members is encouraged. Theological education is provided to any member of the church, as well as any other denomination, who feels the call of God to the ministry, as a means to prepare for effective service in communities.

The Higher Certificate in Lay Ministry is designed towards equipping lay persons for effective service in the Church of the Nazarene, as well as any other denomination, and also towards studies in the Diploma in Theology on NQF level 5.

The Higher Certificate in Lay Ministry is to be registered on the National Qualifications Framework for ministers of religion in various areas of ministry.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

This qualification assumes that the learner is competent in the language of instruction of the institution, has been involved in ministry in the community on the local church level for at least two years, and is a member in good standing with the organisation s/he belongs to.

Recognition of Prior Learning:

This qualification may be achieved in part through the recognition of relevant prior learning and through prior experience as a lay minister in a local church. The extent to which credit is given is assessed on a case-by-case basis and done by the institution based on evidence supplied by the candidate and the District Superintendent under whose supervision the candidate ministered.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

N/A

EXIT LEVEL OUTCOMES

Exit level outcomes are grouped into the above components that, together, reflect the work of a minister. The critical outcomes are integrated into the exit-level outcomes.

Component 1: Content

Competencies relating to the foundation for understanding and interpreting Scripture, the theology of the Christian faith, and the history and mission of the Church of Jesus Christ.

Exit Level Outcome 1.1
Demonstrate competencies in the texts and formation of the Old Testament.

Exit Level Outcome 1.2
Demonstrate competencies in the study of the canon, text and transmission of the New Testament and the political, historical and religious currents of the inter-testamental period that form the milieu of the New Testament period.

Exit Level Outcome 1.3
Demonstrate competence in the life and teachings of Jesus based on a comparative examination of the first three Gospels. Attention is given to the particular perspective and distinctive features of Matthew, Mark and Luke and to the Synoptic Problem.

Exit Level Outcome 1.4
Demonstrate competence in the epistles traditionally understood to have been written by Paul, noting the structure and literary elements of the epistles and highlighting the distinctive teachings of the apostle Paul.

Exit Level Outcome 1.5
Demonstrate competence in the historical and theological content of the Pentateuch with its primary emphases such as the covenant, the law and the promise, and the relationship of the Pentateuch to the New Testament, especially to the Epistle to the Hebrews.

Exit Level Outcome 1.6
Demonstrate competence in the nature and role of the prophets in ancient Israelite religion.

Exit Level Outcome 1.7
Demonstrate competence in the characteristics, purposes and central themes of the Gospel and Epistles of John.

Exit Level Outcome 1.8
Demonstrate competence in the doctrine and life style of Christian holiness as taught in Scripture and developed in Wesleyan theology.

Component 2: Competency

Competencies relating to skills in communication, administration, leadership, and performance of pastoral responsibilities.

Exit Level Outcome 2.1
Demonstrate competencies in the methods and tools of Biblical interpretation and their application to various literary types found in the Scripture.

Exit Level Outcome 2.2
Demonstrate competence in the life and work of the pastor.

Exit Level Outcome 2.3
Demonstrate competence in the principles, concepts, philosophy and objectives of Christian education. Practical applications and projects are explored in real life settings.

Exit Level Outcome 2.4
Demonstrate competence in Christian preaching and the principles of sermon construction; the selection and interpretation of the text, the formulation of the sermon idea, the sermon objective, the development of the material, arrangements of the sermon structure, style and delivery.

Exit Level Outcome 2.5
Demonstrate competence in the major theological emphases of Scripture with special attention to the themes of promise, fulfilment, redemption, covenant, law, judgement, renewal and hope.

Exit Level Outcome 2.6
Demonstrate competence in study and research methods, reading comprehension and memory aids and the required format for research papers.

Exit Level Outcome 2.7
Demonstrate competence in the goals and methodology of ecclesiastical administration, with a special emphasis on the understanding and development of structures, and on the church`s interaction with the larger society.

Component 3: Character

Competencies relating to the development of character, ethics, spirituality, and personal and family relationships.

Exit Level Outcome 3.1
Demonstrate competence in the development of an effective devotional life and the spiritual disciplines that deepen devotion to Christ, stabilise Christian character and foster wholesome relationships.

Exit Level Outcome 3.2
Demonstrate competence in the development of marriage and family relationships.

Component 4: Context

Competencies relating to the identification and understanding of historical and contemporary, stable and changing elements of culture, and the application of the unchanging Gospel to a changing world.

Exit Level Outcome 4.1
Demonstrate competence in the historical development of the Church of the Nazarene and its outreach and growth around the world, with emphasis on its establishment and expansion in Africa.

Exit Level Outcome 4.2
Demonstrate competence in the thought and practice of major non-Christian religions (including Judaism, Islam, Hinduism), cults and traditional animistic and ancestor worshipping religions; comparing their teachings with the principle tenets of Christianity.

ASSOCIATED ASSESSMENT CRITERIA

Component 1: Content

1.1 Competence is evident when the learner is able to:

Grasp the importance of the study of the Bible.

Acquire a general understanding of the contents of the O.T. books.

Gain acquaintance with the major characters of the O.T.

Become informed of the history of the Jewish people.

1.2 Competence is evident when the learner is able to:

Explore the historical, political, religious and cultural milieu of Judaism and Hellenism which formed the background and climate for Christianity.

Examine the life, teachings and ministry of Jesus and sources of knowledge about him.

Become familiar with the history of the early church during the Apostolic Age (until about 100 A.D.).

Become well acquainted with the life, ministry and writings of the Apostle Paul.

Become knowledgeable about the New Testament writings and understand the formation of the canon, its translation and transmission across the centuries to the present time.

1.3 Competence is evident when the learner is able to:

Be familiarised with the detailed contents of Matthew, Mark and Luke.

Is acquainted with the historical setting of the life and ministry of Jesus.

Be informed of the literary relationships between these gospels.

Be introduced to the methods of form criticism and redaction criticism.

Demonstrate proper methods for the interpretation of the teaching and preaching of Jesus.

Appreciate the unique portrait of Jesus presented in each of these gospels.

Highlight the continuing relevance and value of these gospels for the faith and life of the Church.

1.4 Competence is evident when the learner is able to:

Be familiar with the major events in the life of Paul.

Be acquainted with the detailed contents of Paul`s letters.

Demonstrate proper methods for interpretation of Paul`s epistles.

Relate the major theological themes of these epistles.

Demonstrate the unity within diversity that exists between Pauline theology and N.T. theology as a whole.

Appreciate the continuing relevance of Paul`s thought for contemporary preaching and theology.

1.5 Competence is evident when the learner is able to:

Evaluate various theories of authorship of the Pentateuch.

Understand the creation account in light of modern science.

Know the historical context of the Pentateuch.

Note the foundation of doctrines that are developed in later Scriptures.

Relate the Pentateuch to other Biblical portions.

Ascertain the significance of the legal and sacrificial system of the Pentateuch.

1.6 Competence is evident when the learner is able to:

Be familiar with the detailed contents of the prophetic books of the Old Testament.

Be acquainted with the historical backgrounds of the prophets.

Be informed regarding the nature and role of prophecy in the religious life and traditions of ancient Israel.

Clarify the literary origins and nature of the prophetic books.

Identify some of the important theological themes and affirmation of the prophetic literature.

Apply the proper methods for interpreting and appropriating the message of prophetic literature.

Identify the continuing relevance and value of these books for the faith and life of the Church.

1.7 Competence is evident when the learner is able to:

Know the major emphases and theology of the Gospel of John.

Understand the introductory matters of authorship, date, structure, occasion, purpose, integrity, etc. of each of the writings under study.

Be aware of the history of the interpretation of Johannine literature and the issues involved in current scholarship.

Be able to responsibly exegete passages of Johannine literature for the purpose of teaching and/or preaching.

1.8 Competence is evident when the learner is able to:

Explore the Biblical foundations for the doctrine, experience and life of Christian holiness.

Understand the development of that doctrine precedent to Wesley and within the Wesleyan context-"the optimism of grace."

Explore the implication of our Wesleyan commitment to Christian holiness for our ethical life.

Discuss holy humanness: the Wesleyan paradox of "imperfect perfection."

See our commitment to Christian holiness within the broad framework of biblical theology: the two-age picture, the restoration of mankind to the image of God, the plan, provision and application of God`s salvation to mankind, crises moments and process in sanctification.

Component 2: Competency

2.1 Competence is evident when the learner is able to:

Read the Bible for all its worth.

Is familiar with the different themes and perspectives of the books of the Bible.

Use the hermeneutical and exegetical tools so that he/she may be a better student of the Bible, "a workman who does not need to be ashamed and who correctly handles the word of truth" (2 Tim 2:15 NIV).

Know and understand how the word spoke to those who received it when it was written, and how it speaks to us today.

2.2 Competence is evident when the learner is able to:

Affirm that his/her call is from God and is lifetime in duration.

Clarify the expectations of the calling and chosen career.

Assimilate preparation for ordination, in preaching and teaching.

Provide instruction in management and leadership to the people to whom God leads.

Contextualise Pastoral Theology.

Display a gracious personality and gentle hand for the flock of God.

2.3 Competence is evident when the learner is able to:

Develop a sound philosophy of Christian education.

Express Nazarene structures for Christian education.

Assimilate the basic characteristics and needs of children, youth and adults.

Explore and implement ways of meeting those needs on the local church level.

Explore and practice ways of making learning joyful and meaningful for the teacher and the learner.

2.4 Competence is evident when the learner is able to:

Highlight the importance of biblical preaching.

Expose the theological basis of preaching.

Develop the ability to find sources of materials for sermon preparation.

Organise and file materials for sermons.

Build up a quality library for study and sermon preparation.

Develop skill in development of expository sermons.

Analyse sermons and their structure as a means of classifying them.

Grasp the significance of long term planning of a preaching programme.

2.5 Competence is evident when the learner is able to:

Learn the nature and scope of Biblical theology yet noting the unity of the Bible.

Be familiar with the current debate on Biblical theology.

Gain an understanding of the theological significance of the various types of the Biblical literature, namely, Pentateuch, Prophets, Poetry, Wisdom, Synoptic Gospels, Pauline Epistles and Johannine Literature.

Be familiar with the issues of diversity and discontinuity between the two Testaments.

Determine what the Bible says about God, man, revelation and redemption.

2.6 Competence is evident when the learner is able to:

Make the best use of time.

Display organisation and academic discipline.

Demonstrate improved memory by application of specific techniques.

Develop and improve study habits.

Display skills in note taking and the writing of tests and exams.

Prove proficiency in the use of the library.

Engage in adequate research and make the most of the facilities available.

Express research findings in documented form.

Apply the Harvard method of documentation for all research papers.

Display improved reading and comprehension skills.

2.7 Competence is evident when the learner is able to:

Demonstrate how to provide administrative leadership on local, district and general church levels.

Define the procedures and guidelines outlined in the Manual of the Church of the Nazarene.

Develop skills in accounting and record keeping.

Affirm and practice the ministry of the auxiliary departments (Sunday School, Nazarene Missionary Society and Nazarene Youth International).

Component 3: Character

3.1 Competence is evident when the learner is able to:

Display a deepening personal spiritual relationship with Jesus Christ.

Discover resources for spiritual formation and the development of the holy life impelled by God-like love.

Conceive that spiritual formation does not take place in isolation but within the context of the body of Christ.

Implement various spiritual disciplines that come under discussion.

Demonstrate that Christian spiritual formation has a higher goal than self-actualisation; aiming, rather, at the production of an effective Kingdom citizen participating in the multi-faceted ministry of Christ to a needy world-an others-centred rather than self centred formation.

3.2 Competence is evident when the learner is able to:

Gain an overview of marital challenges, problems and ways of enriching the marital relationship.

Face marriage realistically and to seek God`s ideal.

Prepare and equip him/herself for his/her own marriage as well as for helping others.

Address problems rampant in today`s society.

Component 4: Context

4.1 Competence is evident when the learner is able to:

Summarize the background of the origin and development of the Church of the Nazarene in the United States, Canada and Great Britain.

Record the church`s outreach and growth around the world.

Interpret the establishment and expansion of the Church of the Nazarene in Africa.

Implement and practice the polity and governmental procedures as set forth in the Manual of the Church of the Nazarene.

Defend the spiritual heritage of the people called Nazarene.

4.2 Competence is evident when the learner is able to:

Communicate an overview of non-Christian religions.

Identify and express points of commonality between Christianity and other religions that can become bridgeheads for introducing the Good News of the Gospel.

Integrated Assessment:

In the assessment strategy as a whole, evidence of competence must be demonstrated through a variety of options that are subjected to facilitator and/or peer assessment. Facilitators serve as assessors and are trained by the institution to assess learners according to the stated outcomes of a particular course, as well as to guide learner peers in the assessment of other learners. The assessment options are as follows:

Reading and book reports; learners are expected to read either prescribed, or materials of their choice, depending on the intended outcomes of the course, that are presented in written form or orally, for assessment. Evidence of competence is obtained if the learner is able to assimilate the read material with the context of the relevant course.

Written examinations; during the middle of the course and/or at the end, the learner is expected to write an examination based on the work completed. The intention is to assess the learner`s grasp of the material with the view to helping where help is needed.

Oral reports on research projects; seeing as the overall intended outcome of the programme is to prepare learners for Christian ministry, and public speaking is an integral part of this, every opportunity to assist the learner in the development of this skill is utilised. Learners are expected to do research on topics and areas relevant to the course they are taking and then to present it orally to peers for assessment of content, style and delivery.

Individual and group written research projects; in this exercise the learner is encouraged to work with others as either a team member or leader on research projects relevant to the course. Assessment is based on the level of participation with the group as well as the quality of work produced by the entire group. If low levels of competencies are detected, the group is counseled as a unit and if the problem is traced to an individual, the person is given help.

Simulated role plays; these are required as part of in-house practical training for future responsibilities such as preaching, counseling, marriage ceremonies, funerals, baptisms, etc. Assessment is based on the level of competence the learner has in the performance of these tasks. Peer assessment is a vital component of this kind of exercise. Low competence is addressed in counseling sessions between the learner and the facilitator.

Scheduled practical preaching assignments in class or chapel; these are fully structured activities that form part of the in-house practical requirements for learners who will be spending a considerable amount of time doing public speaking through the medium of sermons. A panel of facilitators is responsible for assessment based on the learner`s ability to conduct him/herself competently under the pressure of small and large audiences, structure and content of the sermon, as well as delivery. A learner is never penalised for not being competent, but assisted with correcting any imbalances.

Ministerial activities in local churches, over weekends and term breaks, are assessed by local pastors according to prescribed criteria; here the learner is placed in real situations under the mentorship of a local minister and assessed on various activities s/he is expected to perform. Activities and assessment criteria are prescribed by the facilitator in the form of a log book that the learner hands to the pastor on arrival at the local church. The pastor is also encouraged to state hi/her own remarks relating to the learner`s competence, which is then assessed when the learner returns to school. The results of the pastor`s assessment are discussed with the learner and weak points are addressed.

The learner`s final results are computed along a combination of different options of assessment and are not based on one option only.

The purpose of the assessment is to ensure that candidates are able to minister competently and effectively in the South African context and also to assess whether knowledge and skills gained through the various courses that make up the qualification have been integrated into the ministerial philosophy.

INTERNATIONAL COMPARABILITY

Nazarene Theological College (NTC) is an approved tertiary level institution of the International Church of the Nazarene. Education falls under the auspices of the International Board of Education (IBOE) that validates the curricula of every one of the institutions worldwide. NTC has international comparability along the following lines:

Once every four years, every institution submits (in OBE format) its qualifications to a Regional Course of Study Advisory Committee (RCOSAC). In the case of NTC, it is the Africa Region COSAC that is responsible for the evaluation of the programmes. All education providers submit to the ARCOSAC all manuals, guides, and prospectus that describe the context in which the programmes function. Programmes from the African institutions related to this field are freely available from the ARCOSAC for comparison.

After the programme has been reviewed and approved by the ARCOSAC, it is recommended for validation by the International Course of Study Advisory Committee (ICOSAC). Following acceptance by the ICOSAC the validation of the qualification continues, through the IBOE, to the General Board of the Church of the Nazarene. Just as in the case of the ARCOSAC, qualifications from other international institutions in related fields are available for comparison from the ICOSAC.

NTC`s qualification is in line with both African and international Nazarene theological qualifications.

ARTICULATION OPTIONS

The learning programme is designed for ease of articulation between different theological education providers. Should a candidate wish to transfer to another institution, evidence of the learner`s achievements is readily available for comparison.

MODERATION OPTIONS

Nazarene Theological College does not employ the services of external moderators. However, internal moderation is done as follows. Individual facilitators set up their own criteria for assessment, that are approved by the relevant Faculty Dean as well as the Vice - Principal for Academics, before the commencement of the semester. The Vice-Principal for Academics and the Faculty Deans are all trained in the development of syllabi and examinations. Individual facilitators also compile their own final examinations, and the same procedure is followed as for the syllabi. At the end of the course, assessment results are handed to the Registrar who is responsible for distributing it to the learners. Any problems or questions the learner may have are directed to the Vice - Principal for Academics. If action needs to be taken, the Senate makes the decision.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

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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.

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