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:

Master of Divinity (M Div)

SAQA QUAL ID	QUALIFICATION TITLE
49136	Master of Divinity (M Div)
ORIGINATOR
SGB Christian Theology and Ministry
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's 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	180	Level 8 and above	NQF Level 09	Regular-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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 primary purpose of this Qualification is to provide MDiv graduates with the nec-essary advanced knowledge, specific skills and applied competence 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 compe-tence required to engage in ministry within church and society and to contribute to the development of the broader society in an ethical, critical and constructive way.

Learners who achieve this Qualification can, with an advanced level of independ-ence, competence and self-motivation:

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

Integrate, order, appropriate and communicate such sources effectively in the context of study 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 particu-lar field of study in theology and ministry

Critically evaluate and apply theological knowledge across the full range of fields in Christian theology and ethics

Understand the Christian faith in the context of religious pluralism and develop contextual ministry and mission in a way which contributes to the well being of the community as a whole

Innovate, integrate and apply advanced models and skills in Christian ministry and mission

Participate confidently in discussion and study of issues and problems across the range of theological fields and report their findings clearly in written and oral form

Rationale:

The MDiv provides an advanced professionally orientated ministerial training pro-gramme, without requiring the production of an advanced research thesis. The can-didates for this Qualification are likely to be working in churches, Christian ministry ventures and community service projects. Other candidates for this Qualification are likely to consist of those who have advanced Qualifications in other fields, equivalent to the level of an Honours degree (8.1), who wish to prepare for ministry in Christian churches and community organisations. The Qualification will provide studies at an advanced level of knowledge, competencies and skills to prepare graduates to minis-ter and lead Christian communities 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;

Formulate their own viewpoints in writing;

Analyse, organise and process new information and viewpoints that they encoun-ter;

Evaluate new information and knowledge

Take responsibility for their own intellectual progress.

Integrate theological insights in church and society

Recognition of prior learning:

This Qualification can be achieved in part through recognition of prior learning of compa-rable level and standard completed at a locally registered and accredited or internation-ally 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, academic records, reports, testimonials, 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

Exit Level Outcomes

1. Identify, distinguish and integrate concepts and theories
2. Integrate and apply the range of theological concepts and fields at an advanced level
3. Use theological and related sources effectively in their study and practice to explore faith, spiritual and ethical questions and to address problems encountered in communities
4. Show self-awareness and personal maturity in relation to the Christian faith in context.
5. Engage in and articulate analytical, critical, independent and creative theological thinking and communication.
6. Play an ethical and constructive role in a faith community and/ or in the community at large.
7. Facilitate Christian ministry and evaluate its effectiveness.
8. Promote, develop and analyse leadership in a faith community and in the broader community, especially with regard the issues of power and transformation.
9. Be aware of, and be able to interact constructively with, multicultural and multi-faith communities, form a theological perspective.
10. Identify, analyse and critique contemporary societal needs and develop constructive and creative strategies for transformation, both at the local and global level.

Critical cross-field outcomes

The 12 critical cross-field outcomes prescribed by SAQA were used in designing the exit level outcomes of the Qualification.

1. Identify, analyse, formulate and solve problems, showing responsible decisions informed by critical and creative thinking.
2. Work effectively with others as a member of a team, group, organisation, community.
3. Organise and manage oneself and one's activities responsibly and effectively.
4. Collect, analyse, organise and critically evaluate information.
5. Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
6. Use science and technology effectively and critically, showing responsibility towards the environment and the health/well-being of others.
7. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
8. Reflect on and explore a variety of strategies to learn more effectively.
9. Participate as responsible citizens in the life of local, national and global communities.
10. Show cultural and aesthetic awareness across a range of social contexts.
11. Explore education and career opportunities.
12. Develop entrepreneurial opportunities.

ASSOCIATED ASSESSMENT CRITERIA

Integrative Assessment Criteria

1.

Demonstrating critical insight into the various viewpoints related to theological issues

2.

Explaining and using the full spectrum of theological fields in their unity and diversity

Using appropriate theories and methods

3.

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

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

Using historical sources (in libraries and archives or through interviews) in their study to interpret contemporary issues in historical perspective.

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

4.

Give a critical account of the history and values of their faith community and their personal faith development

Integrate their personal faith development with theological discourse and ministry in their faith communities

5.

dentifying, classifying, analysing, comparing and critically evaluating different theological positions.

Critically deriving theological meaning in the context of different theological views

Presenting and defending arguments, combining insights gained from different theological genres

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

6.

Demonstrating critical insight into the complexities of current moral issues

Identifying and compare key human and Christian ethical principles

Appropriately engaging their learning and analysis into value based decisions and actions

7.

Identifying and analysing individual, group and societal areas in need of Christian ministry· using theological skills effectively in Christian ministry· using theological skills to analyse and evaluate the effectiveness of ministry in church and society

8.

Demonstrating an ability to evaluate, impart and encourage appropriate leadership forms and skills in a local faith community

Integrating theoretical and practical competencies anticipating the development of a local faith community

9.

Giving a reliable account of the history and value of other faith communities

Analysing the impact of cultural and religious differences on inter and intra community relations

Demonstrating constructive sensitivity towards different cultures and religions.

10.

Using analytical skills to identify and explain the needs of society

Developing contextually relevant responses to these needs

Applying these responses by proposing and implementing transformational processes and programmes

Implied competence and range

1.

Approach theological issues in a manner appropriate to the human and social sciences

2.

Integrate learning at an advanced level

3.

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

4.

Self-awareness and personal maturity in relation to church and society

5.

Grasp of the broad range of knowledge in the various fields within theological studies at an advanced level

Ability to participate in informed scholarly debate in the field of theology

Ability to apply the range of theological knowledge, theory and research method to well defined issues in theology

Ability to communicate the findings of scholarly research both in written and oral form to academic and non-academic contexts

6.

Ability to base decisions and actions on Christian sources, theology, ethics and traditions, in the African context, with cognisance of the international context.

7.

Ability to engage in Christian ministry with sensitivity to the various needs of differing individuals and groups

Understanding of issues of justice and integrity in ministry

Ability to integrate theory and praxis

8.

Ability to identify and evaluate issues of power and leadership in church and society

Ability to engage in responsible and transformative leadership

9.

An ability to form positive and ethical human relationships across cultural and religious barriers

Constructive engagement with other cultures and religions

10.

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

Ability to identify societal needs in the African and global context, particularly with respect to the needs of marginalised persons and issues e.g., the environment, the role of women, the poor, development.

Assessment criteria for CCFOs

In the form of tasks in study material, written assignments, portfolio tasks, projects, case studies and examinations, learners will be assessed on their ability to:

CCFO 1.

Demonstrate the ability to do creative Biblical interpretation by 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 ecclesial, cultural, economic, social and political contexts.

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

CCFO 2.

Show evidence of playing a moral and constructive role in a faith community and the community at large.

Demonstrate evidence of the ability to communicate effectively in a community

CCFO 3.

Demonstrate the requisite study skills and learning strategies at an advanced level.

Organise their own study plans and engage in independent study and research.

Demonstrate and ability to think systematically, creatively and independently.

CCFO 4.

Use library and other resources effectively to complete tasks.

Construct an academic essay at an advanced level by integrating information from a variety of sources.

Act responsibly as a scholar (i.e. by using recognised reference techniques and by avoiding plagiarism).

Critically evaluate theological theories, experiences, examples, etc.

CCFO 5.

Produce coherent and persuasive forms of written, oral and new media communication

Express theological insights creatively in critical engagement with their own culture and worldview

CCFO 6.

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

Reveal sensitivity and maturity in responding to ethical challenges

Formulate concrete and creative responses to community problems and issues relating to issues such as globalisation, poverty, marginalisation.

CCFO 7.

Show respect for personal, cultural, and theological diversity, and take into consideration the religious diversity

Demonstrate and understanding of the relatedness between problems of a particular faith community and the wider community of Christian faith and other faiths

CCFO 8.

Show awareness of how personal biases influence one's knowledge of and attitude to people and situations

Show an understanding of different methodologies and types of sources, and an ability to make informed choices concerning different research strategies

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

CCFO 10.

Demonstrate tolerance towards and engagement with diversity and the opinions of others

Demonstrate awareness of the role of cultural differences in Biblical interpretation

Display the ability to understand the cultural and contextual roots of differences between theologies

Cooperate with people of other churches and different theological approaches, and demonstrate awareness of and constructive engagement with other religions, so that cooperation in addressing societal issues is enhanced

CCFO 11.

Compare and evaluate various options for further study and research

Become involved accountably in Christian community with a view to employment as a church or community worker or the broader community

CCFO 12.

Develop and inspire the skills necessary for analysis of needs and opportunities for church development and ministry to the broader society

Develop the skills of social analysis, interpersonal sensitivity, imaginative intelligence, emotional maturity, and community involvement, which may lead to the creation of employment opportunities inside and outside church circles

INTERNATIONAL COMPARABILITY

The MDiv Qualification standard is comparable to similar Qualifications from around the world with regard to outcomes and assessment criteria, the level of depth and complex-ity involved in the study process, and with due regard to notional learning time.

The MDiv (equivalent to the Master of Ministry) is offered in many parts of the world as an advanced theological degree for those who have attained the level of Honours Bachelor of Ministry or Honours Bachelor of Theology (e.g. the University of Otago in New Zealand). It could also be compared with the Master of Theology degees offered in Scottish Universities (e.g. St. Andrew's), which is not a research degree.

The MDiv is also offered by the range of institutions offering theology in the United States and Canada (e.g. Harvard Divinity School and other members of the Boston Theological Institute; the San Francisco Theological Seminary and other members of the Graduate Theological Union in Berkeley; Chicago Theological Seminary and other members of the Chicago Association of Theological Schools), as a first theological de-gree for those who have completed a broad, non-specialist first degree equivalent to SAQA level 8.1. 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 rec-ognition of prior learning.

ARTICULATION OPTIONS

Qualifications equivalent to Level 8 Honours BTh could articulate upwards to the MDiv. In addition, with recognition of prior learning and appropriately designed cur-ricula, Qualifications at Level 8 in other fields outside of theology could articulate up-wards to the MDiv.

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

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 ex-ternal moderation provided by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.

External examination of the components for this degree must include moderation by rec-ognized 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 candi-dates 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. As-sessment 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 as-sessed.

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 assess-ments 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. As-sessment 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:

LP ID	Learning Programme Title	Originator	Pre-2009 NQF Level	NQF Level	Min Credits	Learning Prog End Date	Quality Assurance Functionary	NQF Sub-Framework
7021	Master of Divinity	University of Pretoria	Level 8 and above	NQF Level 09	180		CHE	HEQSF
19695	Master of Divinity: Christian Theology	University of Potchefstroom	Level 8 and above	NQF Level 09	128	2009-06-30	CHE	HEQSF

PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:

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.

LP ID	Learning Programme Title	Accredited Provider
7021	Master of Divinity	University of Pretoria