SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Doctor of Diaconiology

SAQA QUAL ID	QUALIFICATION TITLE
6181	Doctor of Diaconiology
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
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	240	Level 8 and above	Level N/A:Pre-2009 was L8+	Regular-Provider-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		2022-12-31

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 provide DDiac graduates with the advanced knowledge, specific skills, attitudes and applied competence for professionals within the caring fields (social work, youth work, community development, community ministry etc.) which contribute towards the comprehensive healing and development of society.

A second purpose of the qualification is to provide South African and global communities with numbers of graduates in the human service delivery fields who are constructively involved in their communities as individuals, as leaders and as facilitators of social and personal transformation.

A third purpose of this qualification is to provide experts who can engage in independent research projects within their specific field of knowledge.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners who register for this qualification can:

* learn from predominantly written material, personal instruction and practical field experience;
* take responsibility for their own progress;
* integrate previously acquired knowledge with new challenges;
* demonstrate the ability to do independent research.
* demonstrate advanced research skills.
* use library and other resources effectively in the research process.
* integrate information from a variety of sources.
* act responsibly as a researcher and scholar (e.g. appropriate referencing, avoiding plagiarism, etc.).
* use the conventions of scholarship in the various disciplines under study.
* communicate their ideas and provide supporting evidence in a sustained manner.

Recognition of prior learning:

This qualification recognises:

Formal prior learning
Students' prior accredited learning at tertiary level in relevant domains which constitute credit-bearing units is recognised. Students need a master's degree to gain admission.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

A doctoral degree which comprises a thesis only cannot be awarded in part through RPL. Faculties and Senate will debate and decide on the issuing of a doctorate through RPL.

EXIT LEVEL OUTCOMES

Critical Cross-field Outcomes:

1 The DDiac graduate can identify, analyse, describe, and evaluate problems and solutions related to human service delivery fields creatively (for example, social work, youth work, community development and community ministry).

2 The DDiac graduate can work effectively with others as a member of an interdisciplinary team, group, organization, community, and make a meaningful contribution to inter-group dynamics.

3 The DDiac graduate can manage and organize herself or himself and her or his activities in a responsible and effective way.

4 The DDiac graduate can scientifically collect, analyse, organize and critically evaluate information, in human service delivery fields.

5 The DDiac graduate can communicate effectively using visual, mathematical and/or language skills in modes of oral and or written presentation in often extensive pieces of sustained discourse.

6 The DDiac graduate can use science and technology effectively and critically, showing responsibility towards the environment, health, well-being and religious and cultural traditions of others, in local, national and global contexts.

7 The DDiac graduate can demonstrate an holistic understanding of the world as a set of related systems by recognising that individual, family, group, community, organizational, national and global problems do not exist in isolation.

Developmental Outcomes:

1 The DDiac graduate can reflect on and explore a variety of strategies to learn more effectively.

2 The DDiac graduate can participate as a responsible citizen in the life of local, national and global communities.

3 The DDiac graduate can be culturally and aesthetically sensitive across a range of social contexts.

4 The DDiac graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

5 The DDiac graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.

Specific outcomes:

1 The DDiac graduate can use appropriate research methodologies to access knowledge in disciplines/fields.

2 The DDiac graduate can interact with individuals, families, groups, organizations and communities.

3 The DDiac graduate can help to heal, in various ways, individuals, families, groups, communities, and organizations

4 The DDiac graduate can empower those in their communities during the implementation of individual, family, group, community and organization work.

5 The DDiac graduate can facilitate social transformation.

6 The DDiac graduate can identify, describe and evaluate problems and solutions related to cultural diversity in South African and global society.

7 The DDiac graduate can relate/assess knowledge and its contribution to human development.

8 The DDiac graduate can perform a social-critical role in society.

9 The DDiac graduate can demonstrate a sensitivity to attitudes and values relevant to a just and democratic society.

10 The DDiac graduate can participate in creating and sustaining a just and democratic society.

11 The DDiac graduate can practise the ethics pertinent to particular professions.

ASSOCIATED ASSESSMENT CRITERIA

Assessment criteria associated with Critical Cross-field Outcomes:

1. Design social service and intervention programme and projects.
* collaborate with individuals, families, groups, communities and organizations.
* analyse social dynamics, problems, needs and opportunities.
* identify and describe problems in relevant fields of human service delivery.
* develop solutions appropriate to disciplines.
* formulate appropriate responses to solve concrete and abstract problems, for example in social work, youth work, community development and community ministry.
* deliver appropriate services to various sectors of communities.
* use their knowledge and experience to offer suggestions for solving problems at a community, national, international and global level.
* offer proposals for service delivery to the community.
* evaluate human service delivery comprehensively.
* facilitate training in the field of human service.
* supervise the implementations of intervention programme of projects.

2. Show evidence of advanced 'people skills' (tolerance, empathy, listening skills, etc.) in inter-personal situations.
* demonstrate an understanding of team, leadership, group, organization and community dynamics.
* demonstrate respect for the opinion of others through (written and/or oral) reporting without bias.
* demonstrate tolerance of diversity through (written and/or oral) reporting without bias.
* undertake projects and provide evidence of successful interaction with others.
* use effective communication skills within the group.
* lead people effectively on a managerial level.
* are a supportive follower and group participant.
* organise themselves and others into effective working groups.
* communicate the evidence of these group interactions through (written and/or oral) reporting.
* identify different roles of group members.
* contribute to a democratic group process.

3. Prioritise their activities.
* plan effectively.
* plan and implement further academic development.
* work efficiently.
* use creative and various learning strategies which suit their personal situations and contexts.
* cope with self-discipline.
* think independently, and offer evidence to support their decisions.
* assess their own strengths and weaknesses and develop coping strategies.
* accept responsibility.
* demonstrate an ability to grow.
* show self-management in terms of challenges.
* show a willingness to develop their managerial skills.
* demonstrate openness to self-evaluation

4. Formulate problems creatively.
* apply ethical guidelines in research.
* critically analyse theories, examples, experiences, etc.
* argue appropriately within the relevant discourse community.
* demonstrate knowledge, insight and social sensitivity in the selection of research designs and paradigms.
* undertake independent research
* contribute to scientific journals.
* acknowledge the importance to apply research in practice.
* process and critically evaluate different kinds of data and texts.
* translate information into situation specific language.
* use sophisticated selection and search strategies for appropriate data base and information resources.
* use and evaluate primary and secondary research resources, and materials.
* contribute to indigenous literature.

5. Identify conclusions and premises in academic arguments.
* follow the language conventions in the respective disciplines.
* use appropriate models of organization and presentation as required in the respective disciplines.
* use statistics appropriately and responsibly in support of their research.
* create and use visuals appropriately to support their ideas.
* assist others to speak for themselves.
* use language to critically analyse, evaluate and critique others' ideas.
* present information systematically.
* order information logically.

6. Demonstrate an appropriate attitude towards scholarship and technology.
* use a scientific method of investigation, testing and evaluation.
* select appropriate technology to suit the needs of individuals, groups, families, organisations and communities.
* use other technology (computers, internet, etc.) where appropriate and feasible.
* use and identify natural resources in a sustainable way.
* show concern for health issues of others in community and larger society.
* 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.
* reflect on professional role and values in the application of technology and technological development process in work with individuals, families, groups and communities.
* demonstrate a sensitivity towards the ecology in the application of technology.
* show capacity to become mentor / tutor / role model in developing professional knowledge, skills and values in others.

7. Understand themselves from a defined perspective.
* apply theory in practice.
* 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.
* follow an integrated approach to learning and studying.
* choose and follow appropriate pathways.
* apply the principles, context and meaning of spirituality in a changing society.
* generate creative ideas and solutions in the solving of problems.
* act as change agents.
* empower individuals, groups, families and local and global communities.
* plan, execute and evaluate professional practice and research within an ecosystemic paradigm.
* demonstrate comprehensive knowledge of the field/discipline and relate in a unique way to their own research.

Assessment criteria associated with Developmental Outcomes:

1. Learn by means of critical reflection and practical field experience.
* apply what they study in different contexts, both personal and public, real and simulated.
* apply study group learning.
* use study resources (for example library, internet) effectively.
* learn by means of inter-disciplinary exposure.
* show a willingness to experiment with "new" research programs/models.
* demonstrate a confidence in research ability.

2. Manage diversity and other opinions, for example in issues of human rights, gender sensitivity, disability, ethnicity, classism, racism, linguicism, etc.
* promote tolerance and equity.
* show insight into the process of moral decision-making.
* demonstrate willingness to express a point of view according to his or her principles in group situations.
* apply what they know and study in culturally diverse contexts.
* apply what they know and study at different levels, from personal to academic contexts.
* apply mediating strategies in a conflict situation.
* show the ability to participate in the ongoing process of globalisation.
* demonstrate leadership.

3. Illustrate the value of open-mindedness, respect and tolerance to self and others.
* use various skills to draw out the cultural accomplishments and contexts of others (e.g. listening skills, empathy, sympathy, open-mindedness, etc).
* manage cultural diversity.

4. Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the DDiac and those of the community at large (local, national and global).
* make connections from theoretical knowledge to practical application in the real world.
* identify and implement the skills which are highly valued in the workplace.
* use the skills required for efficiency: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
* deal effectively with real life problems and tasks by drawing upon the skills from the DDiac (critical thinking, problem-solving, conflict resolution, etc).
* demonstrate a work ethic which shows responsibility and accountability to the employer and the client / community.
* identifying areas of skills training in the work place.

5. Create job opportunities in whatever situation they find themselves.
* have a realistic view of their own worth and value to contribute to their local community and global society.
* communicate that value to others in the real world (CV writing skills, oral communication skills, etc).
* demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the DDiac qualification.
* deal with various unknown situations with flexibility and adaptability.
* demonstrate knowledge and understanding of consumer needs and social economic development in the community at a national and global level.
* apply entrepreneurial competences and skills in service delivery and job creation.
* reflect on professional role and values in the entrepreneurial process in service delivery and job creation.
* mentor the development of entrepreneurial skills in others.

Assessment criteria associated with Specific outcomes:

1. Collect, analyse, organize and evaluate information and ideas from a variety of sources in various fields and specific disciplines.
* critically evaluate information from different sources to solve problems in the relevant field(s).
* integrate information from different sources to address problems in the relevant field(s).
* critically connect theories to the problems in the relevant field(s).
* use theories from one or more fields to solve problems within another field.
* apply past and present knowledge to authentic and simulated scenarios.
* apply past and present knowledge to solve problems in future contexts.
* identify patterns in specific Humanities fields, both locally and globally, in order to generalise from a specific context to more universal contexts / principles.
* apply the phases of research with a participatory approach.
* acknowledge the importance of research in practice.
* identify ways of evaluating service delivery in practical work.
* demonstrate the ability to do independent research.

2. Demonstrate understanding of human functional and dysfunctional individuals, families, groups, organisations and communities on an advanced level.
* communicate effectively with individuals, families, groups, organisations and communities.
* facilitate interaction between these groups.
* work with dynamics of interaction between individuals and groups in communities.

3. Demonstrate empathy by reacting to authentic and simulated "broken" situations.
* participate in community interactions dealing with healing.
* through group and team work, assess problem areas and growth potential within the individual, family, group, community and organization.
* help heal members of the community (individuals, groups, communities, etc.) through counselling, intervention, etc.
* give counsel appropriately to facilitate healing within the individual, family, group, community etc.
* show awareness of own limitations and when it is necessary to call on others (professionals, lay people, etc).

4. Empower individuals, families, groups, organizations and communities to discover potential areas for growth and development through tutoring.
* facilitate problem-solving during the implementation of individual group and community work.
* enable members to help themselves.
* foster capacity building within the individual, family, group, community and organisation.
* collect, organise and evaluate information from a variety of sources in the community.
* distribute information as needed.

5. Facilitate interaction within groups.
* initiate process of change in individuals, families, groups, communities and organisations.
* apply counselling theories and models to real life situations as they arise in individuals, families, groups, communities and organizations.
* raise awareness of issues in the communities etc.
* generate possible solutions to problems.
* implement applicable social change theory models.
* manage change processes within individuals, families, groups, communities and organisations.
* apply mediating skills appropriately.

6. Show awareness of own culture and others in South African and global society.
* show interest in other cultures in South Africa and globally.
* analyse how cultural issues affect actions in authentic and simulated contexts.
* generate and evaluate alternative solutions.
* assess impacts and benefits of different solutions.
* take a leading role in addressing global issues.

7. Relate knowledge to its contributions to human development.
* relate information from one discipline to another.
* integrate international theoretical perspectives on theories, models and approaches.

8. Use disciplinary- and interdisciplinary-based information related to particular problems (e.g. poverty, violence, racism, gender bias, community development etc.).
* use this information to explore relationships between social and cultural situations.
* take an informed stand on human and social issues with self-confidence and responsibility.
* demonstrate an advanced knowledge of research.

9. Empathise with others.
* be receptive to different points of view.
* identify those things that we have in common and that make us human.
* stimulate attitudes and values.
* skilfully relate values to contextual issues.
* critically reflect on value and ethical issues of client systems and own values.

10. Question values, knowledge and culture, both own and others.
* operate as a responsible individual in a culturally diverse society, locally and globally.

11. Explain the need to act professionally and ethically.
* take responsibility within own limits of competence.
* exercise judgement commensurate with knowledge and experience.
* are accountable for achieving own output and / or group output.
* work productively.

Integrated assessment for the purpose of the qualification:

1. Formative assessment: Learning and assessment are integrated. Formative assessment is a continuous and personal process of interaction between the lecturer and the student when the means of assessment is a thesis only.

2. Summative assessment: The doctoral thesis will be the final product to be evaluated.

3. Integrated assessment: All assessment will integrate knowledge, skills and attitudes and applied competence.

INTERNATIONAL COMPARABILITY

Huguenot College qualifications are Unisa's qualifications and as such 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.

ARTICULATION OPTIONS

Students may choose to pursue their studies at any level of the NQF to suit their personal and professional needs including at postgraduate level.

MODERATION OPTIONS

1. A panel of examiners, both internal and external, are appointed to examine a doctoral thesis. Where possible, international examiners form part of the panel.

2. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Our own staff will be used as assessors in a manner that fits into the quality management system of the Huguenot College and Unisa and accords with the college's and university's tuition and assessment policies. This will also apply to the appointment of outside persons. A system of workplace assessment might be initiated for some learning programmes leading to the DDiac. In the case of lectures appointed to promote doctoral candidates, the minimum requirement is that they must also hold a doctorate and have sufficient academic experience. In the case of workplace assessment, appropriate professional criteria will be drawn up for each programme.

REREGISTRATION HISTORY

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

1.	University of South Africa