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:

Ph.D: Religious Studies

SAQA QUAL ID	QUALIFICATION TITLE
49099	Ph.D: Religious Studies
ORIGINATOR
SGB Religious Studies and Multi-Religion Education
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Doctoral Degree	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	360	Level 8 and above	NQF Level 10	Regular-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2024-12-31

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 primary purpose of the qualification is to create leading practitioners who are capable of advancing knowledge in and providing an original contribution to a particular discipline or specialised field of study or within an interdisciplinary framework.

A second purpose of the qualification is to provide South Africa (and other countries) with leaders who can identify original problems that can expand or redefine existing knowledge and design new creative systems based on sound principles.

A third purpose of the qualification is to provide South Africa (and other countries) with intellectual leaders who can demonstrate high levels of self and group reflexivity by adapting to dynamic and changing circumstances, and creatively challenge existing configurations of knowledge.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners who register for this Qualification are capable of:

Responsibly pursuing independent research.

Communicating effectively within an academic context.

Using the full range of library and other resources at an advanced level;

Integrating complex and specialized information from a variety of sources;

Acting responsibly as researchers and scholars (e.g., appropriate and accurate referencing, avoiding plagiarism, etc.);

Showing awareness of the conventions of scholarship in the discipline under study;

Demonstrating awareness of relevant conventions and guidelines to their academic and personal purposes;

Communicating their ideas lucidly and coherently and provide supporting evidence in a sustained manner.

Recognition of prior learning:

This qualification recognises formal prior learning :

Students need a MA or equivalent.

Students` prior accredited learning at tertiary level in relevant domains which
constitute credit-bearing units is recognised non-formal and informal prior experiential learning.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

N/A

EXIT LEVEL OUTCOMES

1. Apply, collect, analyse, communicate, critique information effectively using originality and informed theoretical judgements.

Range Statement:
Original research is undertaken resulting in a significant contribution to knowledge and understanding and/or the application of knowledge within Religious Studies. A substantial and well-ordered thesis should demonstrate the relationship of the research to the broader framework of the discipline or study field.

2. Apply original theoretical, analytical and systematic thinking to a range of problems.

Range Statement :
Engage in highly advanced critical thinking and creative problem solving within a focussed research context.

3. Demonstrate and manage academic tasks professionally and ethically.

Range Statement :
At Doctoral degree level graduates should demonstrate a capacity to manage tasks professionally and ethically and take responsibility for continuing academic or professional development.

4. Apply principles of sound research practice in collecting, organising and critically evaluating information.

Range Statement :
Apply principles of sound research practice in collecting, organising and critically evaluating information. Show evidence of `people skills` (acceptance of diversity, empathy, listening skills, etc.) in group situations; demonstrate respect for the opinion of others through (written and/or oral) reporting without bias; demonstrate acceptance of diversity through (written and/or oral) reporting without bias; direct projects and successfully interact with others. effectively lead the group; organize others into effective working groups; communicate the evidence of these group interactions through (written and/or oral) reporting.

Developmental Outcomes:

In order to contribute to the full personal development of graduates and the social and economic development of society at large, it must be the intention underlying any programme of learning to make individuals aware of the importance of the following developmental outcomes:

1. Ph.D graduates can produce a variety of strategies to learn more effectively.

Learning strategies are assumed to be in place at this level.

2. Ph.D graduates can play a leading role as responsible citizens in the life of local, national and global communities.

Manage diversity and promote respect and equity;

Lead groups; apply what they know and study in culturally diverse contexts;

Apply what they know and study at different levels, from personal to academic contexts.

Use the knowledge, skills and attitudes acquired in studying towards the Ph.D in the service of the community at large (local and global);

3. Ph.D graduates can promote cultural and aesthetic sensitivity across a range of social contexts.

Show awareness of cultural diversity; demonstrate acceptance of diversity and the opinions of others;

Use various skills to draw out the cultural accomplishments of others (e.g., listening skills, empathy, sympathy open-mindedness, etc.);

4. Ph.D graduates can use the educational and career opportunities acquired in the accomplishment of this qualification.

Practically apply their knowledge in the real world;

Identify the Ph.D skills which are highly valued in the workplace within the relevant discipline;

Use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity;

Deal effectively with unknown problems and tasks set them on the job by drawing upon the skills from the Ph.D (critical thinking, problem-solving, conflict resolution, etc.);

Demonstrate a work ethic that shows responsibility and accountability towards the employer and the client or community.

5. Ph.D graduates can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

Create job opportunities in whatever situation they find themselves;

Have a realistic view of their own worth to contribute to their local community and global society;

Communicate that value to others;

Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the Ph.D qualification;

Deal with various unknown situations with flexibility and adaptability.

ASSOCIATED ASSESSMENT CRITERIA

1. The Doctoral degree graduate can:

Identify, analyse and solve complex and highly advanced abstract problems by drawing on their own experience as well as theoretical knowledge within Religious Studies

Use their knowledge and expertise to resolve problems that expand or reconfigure existing knowledge.

Contribute to solving problems in a specific research area in a unique way.

Communicate effectively the contents of the discipline and the results of the research

Expand, redefine and reconfigure existing knowledge within the broader context of Religious Studies;

Show that their theses/research projects can be recognised as original contributions by experts in the field;

Produce a thesis which is publishable entirely or in part.

2.

Critically analyse and generate evaluation and synthesis of information and concepts at an abstract level;

Suggest complex and advanced arguments within a major research area.

Achieve a high degree of abstraction when analysing and synthesizing information within an area of research;

Attain a high level of epistemological sophistication when reflecting on information within an area of research;

Make sound evaluations on the basis of independently generated criteria;

Autonomously analyse, synthesise and evaluate information;

Design new creative systems based on sound principles.

Document problem statements and aims and objectives, research designs or plans, modus operandi, results and conclusions in an academically respectable and acceptable manner;

Analyse data and apply theory to practice

Show critical acumen in evaluating sources, specifically primary material;

Develop a logical argument;

Display expert, innovative thought

Generate ideas at a complex level as well as use the ideas of others in support of their own (without plagiarism, etc.)

Evaluate conclusions and premises in their own research.

Use language competently in written (and/or oral) conventions relevant to the discipline.

3.

Demonstrate a consideration of the ethics involved in science and technology issues;

Show respect and openness towards the psychological, health and physical environment of others.

Manage diversity and promote respect and equity;

Apply what they know and study in culturally diverse contexts;

Use the knowledge, skills and attitudes acquired in studying towards the Ph.D in the service of the community at large (local and global);

Demonstrate acceptance of diversity and the opinions of others;

Demonstrate a work ethic that shows responsibility and accountability towards the employer and the client or community.

Deal with various unknown situations with flexibility and adaptability.

Participate in creating and sustaining a just and democratic society by questioning values, knowledge and culture, both own and others and recognising social justice issues relevant to Religious Studies

Explore social aspects (political, economic, legislative, sociological, environmental, etc) and their impact on life, work and particular area of

Specialisation and take a stand with self-confidence and responsibility

Interpret relationships between social and cultural situations and between culture and aesthetics situations

Demonstrate personal responsibility to the community through innovation that leads to productivity, efficiency and cost-effectiveness

Demonstrate accountability for own output and group output

Act professionally and ethically in all contexts

Take responsibility within own limits of competence

Exercise judgement commensurate with knowledge and experience

Demonstrate a willingness to learn independently for continuing academic or professional development

4.

Demonstrate the requisite theoretical skills and learning strategies at an advanced level;

Organise their study plans and engage in effective time management;

Evolve strategies best suited to their own and others` situations and contexts;

Think independently and offer sustained theoretical evidence to support their decisions;

Assess their own strengths and weaknesses and develop organisational strategies.

Use scientific methods of investigation, testing and evaluation;

Select technology to suit the needs of the individual or group.

Show respect for and a responsible attitude towards science and technology;

Connect the abstract knowledge of theory to the reality of their individual contexts;

Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them;

Look beyond and across traditional disciplinary boundaries for possible solutions.

Demonstrate comprehensive knowledge of a research discipline or study area and relate it to own research.

Present material clearly and systematically;

Argue logically in order to support their findings;

Document research with accuracy;

Use a systematic and consistent approach to technical issues such as the layout of the dissertation or other required project.

Integrated assessment

Learning and assessment are integrated. The term 'Integrated Assessment' implies that theoretical and practical components are assessed together. During integrated assessments, the assessor makes use of a range of formative and summative assessment tools methods and assesses combinations of practical, applied, foundational and reflective competencies.

Critical Cross-Field Outcomes:

All critical cross-field outcomes will be embedded appropriately in the qualification. They will be assessed within the context of the programmes

1. Identify, analyse, formulate, and solve highly complex problems of living, of individual and societal kinds, creatively, autonomously and innovatively with a level of expertise beyond that of the MA.

Identify, analyse and solve complex and highly advanced abstract problems by drawing on their own experience as well as theoretical knowledge within a major discipline or field of study.

Use their knowledge and expertise to resolve problems that expand or reconfigure existing knowledge.

Contribute to solving problems in a specific research area in a unique way.

2. Effectively lead a team, group, organisation, community, and direct group output in tasks growing out of the fields traditionally considered as the humanities.

Show evidence of `people skills` (respect, empathy, listening skills, etc.) in group situations;

Demonstrate respect for the opinion of others through (written and/or oral) reporting without bias;

Demonstrate acceptance of diversity through (written and/or oral) reporting without bias;

Direct projects and successfully interact with others.

Effectively lead the group; organize others into effective working groups;

Communicate the evidence of these group interactions through (written and /or oral) reporting.

3. Manage and organise the activities of others responsibly and effectively.

Demonstrate the requisite theoretical skills and learning strategies at an advanced level;

Organise their study plans and engage in effective time management;

Evolve strategies best suited to their own and others` situations and contexts;

Think independently and offer sustained theoretical evidence to support their decisions;

Assess their own strengths and weaknesses and develop organizational strategies.

4. Collect, analyse, organise and critically evaluate information at a highly advanced and highly specialised level.

Critically analyse and generate evaluation and synthesis of information and concepts at an abstract level;

Suggest complex and advanced arguments within a major research area.

5. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/ or written presentation, in sustained discourse.

Generate ideas at a complex level as well as use the ideas of others in support of their own (without plagiarism, etc.)

Evaluate conclusions and premises in their own research.

Use language competently in written (and/or oral) conventions relevant to the discipline.

6. Use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.

Use scientific methods of investigation, testing and evaluation;

Select technology to suit the needs of the individual or group.

Use natural resources in a sustainable way;

Show respect for and a responsible attitude towards science and technology;

Demonstrate a consideration of the ethics involved in science and technology issues;

Show respect and openness towards the psychological, health and physical environment of others.

7. Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.

Demonstrate their prior knowledge and experience as it is relevant to their discipline or field of study;

Connect the abstract knowledge of theory to the reality of their individual contexts;

Draw upon their prior knowledge (personal and abstract) and personal experience as appropriate when investigating and analysing the world around them;

Look beyond and across traditional disciplinary boundaries for possible solutions.

Demonstrate comprehensive knowledge of a research discipline or study area and relate it to own research.

INTERNATIONAL COMPARABILITY

A search on the Internet showed that the only qualifications that are in any way comparable to this is the Master's degree described on the Australian Qualifications Framework.

ARTICULATION OPTIONS

N/A

MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with a relevant Education, Training, Quality, Assurance (ETQA) Body or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

Moderation of assessment will be overseen by the relevant ETQA or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA's policies and guidelines for assessment and moderation.

Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual Unit Standards as well as in the exit level outcomes described in the qualification.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria for registration of moderators

For an applicant to register as an assessor for this qualification, the applicant should:

Hold a similar qualification to this at NQF level 8 be declared competent in all the outcomes of the National Assessor Unit Standards as stipulated by South African Qualifications Authority (SAQA)

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.

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.

NONE