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: 

Bachelor of Divinity 
SAQA QUAL ID QUALIFICATION TITLE
6139  Bachelor of Divinity 
ORIGINATOR
University of South Africa 
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 First 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 6  NQF Level 07  Regular-Provider-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   2029-06-30  

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 
Training for the ministry, for example, priests, moulah, imam.
Training for societal leadership.

The primary purpose of the programme is to enable students to develop a broad and comprehensive understanding of Christian theology, in which the insights and skills gained from different theological disciplines are combined in an integrated vision, in order to equip themselves for an ordained ministry in a church.

A second purpose is to provide learners with the necessary applied and theoretical competences to carry out a limited research project and communicate their new insights creatively, thus playing a constructive role within their communities. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Assumptions of learning already in place

3.1 Learners who are allowed to register for this qualification can already
  • engage in critical and creative theological thinking, based on the ability to integrate insights from various theological disciplines;
  • engage in a methodologically sound selection and interpretation of data;
  • think contextually and address real life problems from a theological point of view;
  • use theological sources skilfully to explore faith questions and to address problems encountered in communities;
  • use library resources (including the Internet) to do research on prescribed theological topics;
  • with guided support, write a fully-fledged research article on a theological topic, with references and a complete bibliography.

    3.2 This qualification recognises
  • Formal prior learning

    A Bachelor's Degree in Theology (or equivalent qualification)
    OR
    A Diploma/Licentiate in Theology from an accredited theological seminary or college, with an acceptable combination of courses;
    OR
    Any other Bachelor's Degree (or equivalent qualification), accompanied by adequate theological knowledge, proven ministry skills and/or community involvement.
  • Non-formal and informal prior experiential learning


    Students may be given RPL for individual BD modules if they produce a portfolio of evidence or undergo another recognised means of assessment to prove that they meet the outcomes and associated assessment criteria specified for that module. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Rules governing the award of the qualification
    Current legislation requires that students complete 50% of their qualification at the institution that confers the degree. At this moment up to 50% of the degree may be awarded through RPL. When it is legally possible to award a whole degree through RPL, we shall consider doing so. 

    EXIT LEVEL OUTCOMES 
    Specific outcomes
    1 BD graduates can engage in critical and creative theological thinking, based on the ability to integrate insights from various theological disciplines.

    2 BD graduates exhibit sensitivity and openness to the personal, social, cultural and religious identities of others.

    3 BD graduates can undertake a research project to develop contextual theological responses to real life situations.

    4 BD graduates can play a moral and constructive leadership role in a faith community and in society at large.

    5 BD graduates can use theological sources skilfully to explore faith questions and to address problems encountered in communities.

    6 BD graduates can communicate insights they gained into a broad range of theological disciplines effectively in a faith community.

    7 BD graduates can interpret the worldwide Christian movement in relation to global political, economic, religious and social forces.



    Critical Cross-field Outcomes
    1 BD graduates can identify, analyse, formulate, and solve convergent and divergent problems of living, of individual and congregational kinds, creatively and innovatively.

    2 BD graduates can work effectively with others as members of a team, group, organisation, or community, and contribute to the group outputs in tasks growing out of the fields traditionally associated with theology.

    3 BD graduates can manage and organise their activities and life responsibly and effectively, including their studies and career.

    4 BD graduates can collect, analyse, organize and critically evaluate information.

    5 BD graduates can communicate effectively, using visual and/or language skills in the mode of oral and/or written presentation, in sustained discourse.

    6 BD graduates can, where appropriate, 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 BD 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 BD graduates can reflect on and explore a variety of strategies to learn more effectively.

    9 BD graduates can participate as responsible citizens and believers in the life of local, national and global communities and religious groups.

    10 BD graduates can be culturally and aesthetically sensitive across a range of social contexts.

    11 BD graduates can explore education and career opportunities by drawing on the knowledge, skills and attitudes acquired in the accomplishment of this qualification.

    12 BD graduates can develop entrepreneurial opportunities by drawing on the knowledge, skills and attitudes acquired in the accomplishment of this qualification, since many ministers today are 'tent-making' (self-supporting) ministers who need to follow another occupation to feed their families 

    ASSOCIATED ASSESSMENT CRITERIA 
  • classify, analyse, compare, and critically interpret the views expressed by other theologians in books, theses, journals, sermons, etc.
  • respond creatively to different theological views (from oral and written texts) in oral and/or written form.? integrate personal faith convictions, theological discourse and congregational ministry.
  • demonstrate understanding of the dynamics of prejudice in a pluralistic society, to become better equipped to counter the effects of prejudice.
  • analyse the impact of personal, cultural, class, gender and religious differences on the relationships between individuals and communities; and develop the intercultural competence to deal creatively with such differences.
  • show respect and appreciation for others, through responses to case studies, narratives of personal experience, etc., in order to grow in tolerance and intercultural maturity.
  • analyse their relationships with others in terms of various theoretical and ethical principles.
  • identify the challenges inherent in cultural and religious pluralism and express their theological response to these challenges, for the sake of more meaningful intercultural and interreligious communication.
  • research the life of a particular faith community, in relation to the larger society and the environment.
  • research the nature and dynamics of specific social institutions, processes and problems.
  • develop contextually relevant theological responses on the basis of such research, in the form of substantiated proposals for action.
  • identify the nature of leadership within a faith community and larger society.
  • integrate spirituality and sensitive service into their role and self-understanding.
  • cooperate with others to develop team leadership in a congregation
  • show how they contribute to community processes in terms of their ethical values.

    oppose and combat prejudice and injustice in society.
  • generate contextually relevant interpretations of the Bible and other authoritative documents by using recognised methods of interpretation.
  • use secondary sources such as concordances, commentaries, dictionaries, encyclopaedias, study guides, monographs and journals to interpret the Bible in addressing contemporary issues.
  • identify the differences between the cultural and social features of the world of the biblical texts and those of contemporary communities.
  • use historical sources (in libraries or archives) to interpret former theologies in their respective contexts and to view contemporary problems in historical perspective.
  • produce persuasive forms of written and/or oral communication (of the theological insights mentioned above), in order to: overcome cultural barriers, deepen a community's inner life, foster capacity building within it, strengthen its ability to reach out to others, and overcome social problems.
  • express themselves clearly in their first language and within their cultural world view, so as to be optimally understood in their communities.
  • take part in local, national and global theological discourse.
  • analyse contemporary developments in globalisation as well as intercultural and interreligious dynamics.
  • analyse local, national and international power relations, as these impact on the life of churches and communities.
  • describe and evaluate the "ecumenical movement" in relation to worldwide political, economic, gender and religious developments.

  • identify, analyse and solve problems of biblical interpretation by 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.
  • critically evaluate various theological standpoints and compare these to their own views.
  • address church and community problems by using creative contextual approaches to ministry.
  • show evidence of 'people skills' (tolerance, empathy, listening skills, etc.) in group situations.

    exhibit the moral courage to bear prophetic witness and play a constructive role in a faith community and the community at large.? communicate effectively in a community.
  • demonstrate respect for the opinions of others through (written and/or oral) reporting without bias.
  • lead people respectfully and effectively.
  • demonstrate the requisite study skills and learning strategies.
  • organise their own study plans and engage in effective time management.
  • think independently, and offer sustained theoretical evidence to support their decisions

    .Note: The very nature of distance learning requires a high level of self-discipline and independent thinking from learners.
  • demonstrate increasingly competent research skills in one or more theological discipline(s).
  • use library and other resources effectively to complete tasks.
  • write an academic essay by integrating information from a variety of sources.
  • act responsibly as a researcher and scholar, i.a. by using recognised reference techniques and by refraining from plagiarism and the abuse of empirical data.
  • critically evaluate biblical interpretations, theological theories, experiences, doctrinal statements, etc.
  • argue appropriately within each relevant community of discourse.
  • produce persuasive and argumentative forms of written and oral communication.
  • responsibly use the ideas of others in support of their own.
  • express theological insights creatively in their first language and in terms of their culture and world view.
  • demonstrate a responsible attitude towards scholarship and technology.
  • use scientific methods of investigation, testing and evaluation.
  • use and promote the use of natural resources in a sustainable way.
  • initiate environmental projects within a faith community.
  • reveal sensitivity and maturity in responding to ethical challenges.
  • formulate concrete and creative responses to community problems.
  • demonstrate their prior knowledge and experience as it is relevant to theology
  • draw upon their prior knowledge and personal experience as appropriate when investigating and analysing the social and religious world around them.
  • look beyond and across traditional disciplinary boundaries for possible solutions to problems.
  • show respect for personal, cultural, theological and religious diversity.
  • demonstrate the relatedness between problems of a particular faith community and larger communities
  • follow academic conventions regarding referencing and avoid plagiarism and other misuse of sources.
  • apply what they study in different contexts, both personal and public, real and simulated.
  • show awareness of how personal biases and group self-interest influence one's knowledge of and attitude to people and situations.
  • show evidence of advanced study and research skills (e.g. analysis and synthesis)
  • show willingness to participate in or lead groups.
  • demonstrate willingness to take considered and informed risks.
  • show commitment to the well-being of the society by developing well-informed ethical stances on community issues.
  • play a responsible and constructive role in a faith community.
  • demonstrate awareness of the role of cultural differences in biblical interpretation.
  • value diversity and the opinions of others.
  • analyse the cultural, class, gender and racial roots of differences between theologies.
  • cooperate with people of other churches, theological traditions and religions.
  • illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the BD and those of the community at large (local and global).
  • make connections between theoretical knowledge and practical applications in the real world.
  • become involved accountably in a Christian community with a view to employment as a church minister or community worker.

    demonstrate a work ethic that shows responsibility and accountability towards an employer and the community.
  • compare and evaluate various options for further study.
  • deal with various unknown situations with flexibility and adaptability.
  • demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the BD qualification.
  • have a realistic view of their own worth to contribute to their local community and global society. 
    		•

    ARTICULATION OPTIONS 
    The qualification will articulate with BD qualifications of other tertiary institutions and with other qualifications. Upon completing BD, graduates may proceed to study at structured MTh level at Unisa or to MDiv and MMin programmes at other universities.. 

    MODERATION OPTIONS 
    10. Moderation options
  • Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-coordinators or team leaders and by the head of departments. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.
  • In addition, examination papers and marked scripts for BD modules at Unisa are moderated by external examiners.
  • Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly; for example, Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    9.1 Own assessors
    Unisa staff will act as assessors, in a manner that fits into the quality management system of Unisa and accords with the university's tuition and assessment policies.

    9.2 Quality management system
  • Qualifications:

    The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience. The minimum requirement for guiding students in BD programmes, however, is an MTh qualification.
  • Mentorship:

    All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.
  • Training:

    All members of staff undergo an orientation session with the Bureau of University Teaching (BUT). All members of staff have access to the Bureau of University Teaching website on assessment and may apply for special training in aspects of assessment at any time. External markers are given clear guidelines on how to assess particular pieces of work. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. University of South Africa 


    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.