SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Masters Diploma: Theology (MDipTh)

SAQA QUAL ID	QUALIFICATION TITLE
49134	Masters Diploma: Theology (MDipTh)
ORIGINATOR
SGB Christian Theology and Ministry
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Masters 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	240	Level 8 and above	Level TBA:Pre-2009 was L8+	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		2023-12-31

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 this qualification is to provide Honours BTh graduates with the necessary advanced knowledge, specific skills and applied competence to move from the broad range of theological disciplines to a more focussed field of study at postgraduate level and to become leaders, educators and facilitators in Christian churches and the broader community.

A second purpose of the qualification is to provide faith communities and the South African society at large with graduates who have the knowledge, skills and competence at an advanced level required to make a positive contribution to theological, ethical and global-political debates; and who are able to provide leadership which will foster an awareness of the crucial importance of religion in contemporary society.

Learners who achieve this qualification can, with an advanced level of independence, competence and self-motivation:

Analyse and interpret primary and secondary Christian sources relevant to a focussed field of study exegetically and theologically

Integrate, order, appropriate and communicate such sources effectively in the context of research in the relevant field

Analyse, understand and position oneself and one's community within the scope of the history of Christianity and of the world in a manner appropriate to a particular field of study in theology and ministry

Critically evaluate and apply the full range of disciplines in Christian theology and ethics with an advanced focus in a particular field of study

Understand the Christian faith in the context of religious pluralism and apply knowledge appropriate to a specific field of theological study in a way which contributes to the well being of the community as a whole

Participate confidently in discussion and study of issues and problems across the range of theological disciplines, with a focus in a specific field of study, and report their findings clearly in written and oral form

Rationale

The M Dip Th provides an advanced academic training programme in a focussed field of theology, without requiring the production of an advanced research thesis. The candidates for this qualification are likely to be those who have completed an Honours Bachelor of Theology that has not included a focussed specialisation in a particular field of theological studies but has continued with a broad range of theological disciplines. Others will typically be working in churches, Christian ministry ventures and community service projects. Other candidates for this qualification are likely consist of those who have advanced qualifications in other related fields of study, to the level of an Honours equivalent (8.1) degree, who wish to move into the field of academic theological studies at an advanced level. The qualification will provide studies at an advanced level of knowledge, competencies and skills to prepare graduates for advanced research in the field and contribute to the development of the broader society in an ethical and constructive way.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners who register for this qualification can:

Learn from written study material and technical publications;

Use library resources;

Analyse texts hermeneutically appropriately in a specific field of theological studies;

Formulate their own viewpoints in writing;

Analyse, organise and process new information and viewpoints that they encounter;

Evaluate new information and knowledge in a specific field of theological studies

Take responsibility for their own intellectual progress.

Recognition of Prior Learning

This qualification can be achieved in part through recognition of prior learning of comparable level and standard completed at a locally registered and accredited or internationally recognised tertiary institution in terms of the criteria laid out..

Evidence can be presented in a variety of forms, including previous local or international qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

All such evidence should be judged according to the general principles of assessment described in the note to assessors..

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

N/A

EXIT LEVEL OUTCOMES

MDipTh students are obtaining a specific focus in a particular field of theological studies. While being rooted in their own culture, faith and religious community, they are encouraged to engage confidently with people who are different from themselves. In this way they are helped to assimilate the foundational, practical and reflexive competences required to meet the exit level outcomes of this qualification and to become life-long theological learners, teachers, facilitators, pastors and good citizens.

Specific Outcomes:

1. Engage in analytical, critical, independent and creative theological thinking.
2. Communicate effectively within a specific discipline or field of study and summarise the results of existing research.
3. Reveal sensitivity and openness to the personal, social, cultural and religious identities of others.
4. Play an ethical and constructive role in a faith community and/ or in the community at large where appropriate to a specific field of theological studies.
5. Use theological sources and related sources from other disciplines skilfully in their studies, to explore faith, spiritual and ethical questions and to address problems encountered in communities.
6. Communicate theological insights regarding their field of specialisation effectively in a faith community and to a scholarly audience.
7. Relate their research to developments in the worldwide Christian movement and in relation to global political, economic, religious and social forces.

Critical Cross-field Outcomes

The seven critical cross-field outcomes and five developmental outcomes indicated below are embedded and integrated in the specific outcomes of the qualification as set out above. These outcomes are achieved through course work.

1. MDipTh graduates can identify, analyse, formulate, and solve convergent and divergent problems of living, of individual, societal and congregational kinds, creatively and innovatively.
2. MDipTh graduates can work effectively with others as members of teams, organisations and communities in giving practical effect to their studies.
3. MDipTh graduates can organise and prioritise their commitments of work, home and study responsibly and effectively so as to succeed in completing the project within the prescribed number of years.
4. MDipTh graduates can collect, analyse, organize and critically evaluate information.
5. MDipTh graduates can communicate effectively using visual and/or language skills in the mode of oral and/or written presentation, in sustained discourse.
6. MDipTh graduates can 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.
7. MDipTh graduates can 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.
8. MDipTh graduates can reflect on and explore a variety of strategies to learn more effectively.
9. MDipTh graduates can participate as responsible citizens and believers in the life of local, national and global communities and religious groups.
10. MDipTh graduates can be culturally and aesthetically sensitive across a range of social contexts.
11. MDipTh graduates can explore education and career opportunities by drawing on the knowledge, skills and attitudes they acquired in obtaining this qualification.
12. MDipTh graduates can develop entrepreneurial opportunities by drawing on the knowledge, skills and attitudes acquired in obtaining this qualification.

ASSOCIATED ASSESSMENT CRITERIA

Assessment criteria related to each outcome:

1.

Using resources such as the relevant books, journals, specialist bibliographies and websites.

Using accepted research methods and subject-specific academic conventions in structuring and presenting an argument.

Classifying, analysing, comparing, and critically interpreting the views expressed by other theologians in books, theses, journals, research articles, etc.

Responding creatively to different theological views (from oral and written texts) in written form.

2.

Communicate effectively, using the style and presentation acceptable to a discipline or field of study.

Present material clearly and systematically.

Develop a logical argument.

3.

Demonstrate understanding of the dynamics of prejudice in a pluralistic society, to become better equipped to counter its negative effects.

Analyse the impact of personal, cultural and religious differences on the relationships between individuals and communities; and develop the intercultural competence to deal creatively with such differences in a manner appropriate to a specific field of theological studies.

Show respect and appreciation for others, through the way they conduct their studies, in order to grow in interpersonal and intercultural maturity.

Identify the challenges inherent in cultural and religious pluralism and express their theological response to these challenges in a specific field of theological studies, for the sake of more meaningful intercultural and inter-religious communication.

4.

Integrate spirituality and sensitive witness into these roles and contributions.

Cooperate with other community workers or groups.

Reflect on their research project in terms of their ethical values.

Oppose and combat every form of prejudice and discrimination in society.

5.

Generate contextually relevant interpretations of the Bible or of other religious documents, institutions, processes or events, by using recognised methods of interpretation.

Identify differences between the cultural and social features of the world of the biblical texts and those of contemporary communities.

Use historical sources (in libraries and archives or through interviews) in advanced studies in a particular field of theological studies to interpret contemporary issues in historical perspective.

Show the relevance of their studies for the needs and problems of society.

6.

Produce persuasive and argumentative forms of written and oral communication, in order to strengthen the life of a faith community, to contribute to scholarly discourse in the field, and to inspire others to study theology.

Epress themselves clearly in their first language and within their cultural worldview, and reflect critically on the ongoing process of multilingual translation and interpretation taking place in their faith communities.

Take part confidently in local, national and global theological discourse.

7.

Show the impact of global developments and the dynamics of intercultural and inter-religious encounters on their research.

Analyse local, national and international power relations, as these impact on the topic of their research.

Implied competence and range - The programme leading to the award of this qualificaiton aims to develop learners who demonstrate:

1.

Broad grasp of the body of knowledge of a particular field within theological studies

Understanding the basics of research methodology, technique and technology relevant to a particular field of specialisation in theology

Ability to participate in scholarly debate

Ability to apply the range of theological knowledge, theory and research method to well defined issues within a particular field of specialisation

2.

Ability to present and communicate effectively in written assignments appropriate to academic and professional discourse

Ability to communicate the findings of advanced academic research to non-specialist groups in church and society

3.

Engage in advanced academic studies in a manner which is appropriate and constructive in a multi-cultural context

Recognize and respond constructively to the social and ethical implications of advanced study in a particular field of specialisation and its impact on relations between different faith communities

4.

Engage in study and research which is ethical in its methodology and goals

5.

Ability to apply the findings of academic study in a particular field to the needs of church and society in an ethical and responsible way

6.

Ability to write academic papers which could be considered publishable

Ability to communicate theological concepts and knowledge effectively in a variety of written and oral forms

Ability to relate the discourse of the academy to the discourse of the church and the community

7.

Understand and integrate local and international theological perspectives and questions in the context of Christianity as a worldwide phenomenon

Understand and address issues of globalization appropriately in the context of a particular field of theological study

Assessment Criteria for CCFOs

Evidence in the form of written assignments and examinations (in the course work component) and in the writing of a dissertation, will show that graduates can:

CCFO 1.

Identify, analyse and solve problems of biblical interpretation by consistently and creatively applying recognised exegetical methods in specific contexts and by critically evaluating other interpretations.

Approach problems of historical and systematic interpretation in theology by analysing theologies in relation to their respective cultural, economic, social and political contexts.

Address church and community problems by using creative contextual approaches to theological studies.

CCFO 2.

Indicate the role played by colleagues in the conception and execution of their written papers.

Indicate ways in which the application of their studies could make a constructive contribution to a faith community and society at large.

CCFO 3.

Design, organise and execute written assignments at an advanced level.

Demonstrate the requisite planning and budgeting skills to complete the project successfully.

CCFO 4.

Demonstrate independent study skills at an advanced level in one theological discipline.

Employ a practical system of gathering, storing and retrieving information, in order to make effective use of literature and other sources of information in their research.

Write coherent and well-structured academic papers by integrating information and insights from a wide variety of sources.

Use a recognised system of reference techniques and refrain from plagiarism.

Evaluate the key publications in their field of study.

CCFO 5.

Produce a coherent and well-argued written dissertation as well as a persuasive oral presentation of the research project in a postgraduate seminar.

Express theological insights creatively in their first language and in terms of their culture and world view.

Communicate their academic knowledge effectively in faith communities, scholarly institutions and the community at large.

CCFO 6.

Use information technology (computers, word processors, databases, internet) appropriately and efficiently in gathering their data and writing assignments.

Relate their academic assignments to the urgent ecological and economic problems facing their communities in the context of globalisation.

CCFO 7.

Show respect for personal, cultural, theological and religious diversity.

Conduct their studies on an interdisciplinary basis, by engaging in dialogue with scholars and publications from other disciplines that address the same or similar issues.

Demonstrate a comprehensive grasp of their field of specialisation.

CCFO 8.

Show evidence that they considered various approaches/methods at an advanced level in their studies, and provide convincing reasons for the approach they adopt.

Address the question of how their personal biases and social positions influence their studies.

CCFO 9.

Show commitment to the well-being of society by developing well-informed ethical stances on community issues.

Play a responsible and constructive role in a faith community and society.

CCFO 10.

Demonstrate awareness of the role played by cultural, political, social, economic and gender differences in their academic assignments.

Express respect for the diversity of theological and other opinions that exist in their fields of research.

Display intercultural competence in the execution of their academic assignments.

Cooperate respectfully with people of other churches, theological traditions and religions in their academic assignments.

CCFO 11.

Identify priorities and opportunities for further studies and research in their fields of specialisation.

Compare and evaluate various options for further research, in terms of possible qualifications, supervisors, universities and scholarships.

Offer the results of their studies to faith communities and other organisations, with a view to possible employment and/or creating employment as a church, religious, or community worker.

CCFO 12.

Develop the skills of creativity, social analysis, interpersonal sensitivity, imaginative intelligence, emotional maturity, and community involvement, which could be of great help in finding or creating employment outside church circles.

INTERNATIONAL COMPARABILITY

The MDipTh qualification standard is comparable to similar qualifications from around the world with regard to outcomes and assessment criteria, the level of depth and complexity involved in the study process, and with due regard to notional learning time.

The MDipTh (which is equivalent to the PGDipTh or the Graduate Diploma in Theological Studies) is offered in many parts of the world as an advanced theological degree for those who have attained the level of Honours Bachelor of Theology (e.g. St. Andrew's University in Scotland, the University of Otago and the University of Aukland in New Zealand, Melbourne College of Divinity and Flinders University in Australia).

Some institutions in South Africa will use this degree to articulate with other Honours level qualifications at SAQA level 8.1, with appropriate curricula and recognition of prior learning. It may serve to produce the level of specialisation in a particular field of theological studies for those whose Honours Bachelor of Theology has not included a focus on a particular field of study, as the preparation for the research oriented Master of Theology degree.

ARTICULATION OPTIONS

Qualifications equivalent to Level 7 Honours B Th could articulate upwards to the M Dip Th. In addition, with recognition of prior learning and appropriately designed curricula, qualifications at Level 8.1 in other fields could articulate upwards to the M Dip Th.

The M Dip Th does not give access directly to the PhD (NQF Level 8), without a further component of research. The M Dip Th articulates upwards to postgraduate studies at Level 8, such as the M Th.

MODERATION OPTIONS

Providers offering learning towards achievement of any of the outcomes that make up this qualification must be accredited through the relevant ETQA by SAQA.

Internal moderation of assessment must take place at the point of assessment with external moderation provided by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.

External examination of the components for this degree, particularly the thesis component, must include moderation by recognized experts in the specific field of study associated with internationally recognized tertiary institutions.

Assessors registered with the relevant ETQA must carry out the assessment of candidates for any of the outcomes that make up this qualification.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

REREGISTRATION HISTORY

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

NOTES

Notes for assessors:

Assessors should keep the following general principles in mind when designing and conducting assessments:

Focus the initial assessment activities on gathering evidence in terms of the main outcomes to ensure assessment is integrated rather than fragmented. The aim is to declare the person competent in terms of the qualification purpose. Take special note of the need for integrated assessment.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.

All assessments should be conducted in line with the following well documented principles of assessment as defined below:

Principles of assessment:

Appropriate: The method of assessment is suited to the performance being assessed.

Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.

Manageable: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.

Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.

Valid: The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.

Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible

Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed.

Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.

Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.

Open: Learners can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply.

Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors.

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.

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