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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Theology 
SAQA QUAL ID QUALIFICATION TITLE
73469  Higher Certificate in Theology 
ORIGINATOR
Theological Education by Extension College of Southern 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 Higher Certificate  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  120  Level 5  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This programme aims to produce learners who can use the knowledge, skills and values in the service and ministry both lay and ordained of Christian communities, community organisations and society. It serves a particular purpose in meeting the need of some churches and individuals for foundational theological education that could articulate into further theological studies. It aims to produce life-long theological learners who can respond with integrity and faith to current issues in African and international contexts. It is also intended to raise the consciousness of learners with respect to issues of justice such as gender, social disparity, disability and the environment, and enable them to contribute to the development of the society as a whole. The programme aims to get students to integrate knowledge of the Christian faith with essential skills to minister to and lead Christian communities and contribute to the development and transformation of the broader society, as well as develop the values of such leadership. Learners who wish to gain an understanding of the Christian faith and to develop their own spirituality will also benefit from this programme.

Rationale:

The TEE College Higher Certificate: Theology aims to serve the education and training needs of the member-Churches represented on the College Council. It will do this through equipping students for ordained or lay ministry and by promoting personal development and leadership skills.

The programme aims to serve learners who desire to develop a deeper knowledge and understanding of Christian faith and practice, to develop basic skills in interpersonal relationships and skills to work in the community and grow in personal faith. This is at a foundational level and will equip students for further studies in theology.

The TEE College Higher Certificate: Theology is obviously aimed at learners who have at least met the relevant requirements at NQF Level 4. It is, however, aimed particularly at learners who, for a variety of reasons, are not able to avail themselves of opportunities for full-time higher education studies. It is worth noting in this regard that on average potential TEEC students are significantly older than the norm for higher education in general and theological education in particular. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that learners have completed NQF Level 4 National Senior Certificate. This means they can:
  • Read and write at the required higher education level.
  • Learn from written study material.
  • Use information they study in written assignments.
  • With guided support take responsibility for their own learning.

    Recognition of Prior Learning:

    The structure of this programme makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. Learners will be thoroughly briefed on the mechanism to be used and support and guidance will be provided. The mechanisms used to provide learners with an opportunity to demonstrate competence are not so onerous as to prevent learners from taking up the RPL option towards gaining a Qualification.

    If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

    This Recognition of Prior Learning aims to allow:
  • Accelerated access to further learning within this programme or at higher levels on the NQF.
  • Obtaining of the Higher Certificate: Theology Qualification in part or in whole.

    Access to the Qualification:

    Statutory requirements for access to higher education studies apply to this programme but other than this it is open to anyone irrespective of subjects or fields of learning achieved at NQF Level 4. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Level, total credits required credits and learning components assigned to the Qualifications:

    Qualification Title; Higher Certificate: Theology.

    Fundamentals:

    Learning components (Modules titles only); Number of Credits allocated; NQF Level:
  • Introduction to our Christian world; 24; 5. (Will be offered only until the end of 2013; will then be phased out completely.)
  • Introduction to Spirituality; 12; 5.
  • Introduction to Theological Study Skills; 12; 5.

    Subtotal; 48 Credits.

    Core:

    Learning components (Modules titles only); Number of Credits allocated; NQF Level:
  • Introduction to the Old Testament; 12; 5.
  • Introduction to the New Testament; 12; 5.
  • Introduction to Theology; 12; 5.
  • Call to Discipleship; 12; 5.
  • Introduction to Christian Ethics; 12; 5.
  • Introduction to Church History; 12; 5.

    Subtotal; 72 Credits.

    Electives:

    Learning components (Modules titles only); Number of Credits allocated; NQF Level:
  • Christian Proclamation: Preaching; 12; 5.
  • Pastoral Response to HIV/Aids; 12; 5.
  • Pastoral Care; 12; 5.
  • South African Church History; 12; 5.
  • Introduction to Christian Worship; 12; 5.

    Subtotal; 60 Credits.

    Minimum Electives Credits required; 24 Credits.

    Qualification Rules: (Choice of modules or unit standards and credits):

    Refer criteria and guideline document for required details. An example of rules:
  • All the Fundamentals totalling 36 Credits are compulsory.
  • All the Core modules totalling 60 Credits are compulsory.
  • Learners must choose a minimum of 24 Credits from the electives.

    A minimum of 120 Credits is required to obtain the Qualification. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Develop and use foundational theological knowledge in a responsible manner to address present day issues.

    2. Grow in integrity, faith and self awareness.

    3. Develop knowledge and skills to minister in the Church in a lay or ordained capacity.

    4. Help with pastoral ministry to individuals and communities.

    5. Play a role in moral formation and ethical decision making by applying Christian values.

    Critical Cross-Field Outcomes:

    In the TEE College Higher Certificate programme the Critical Cross-Field Outcomes will be expressed and assessed in the following specific manner:

    Learners will think critically and creatively, identify and solve problems and make responsible decisions specifically by:
  • Doing responsible Biblical interpretation by applying recognised exegetical methods in specific contexts and by evaluating other interpretations.
  • Approaching problems of historical and systematic interpretation in theology by analysing theologies in relation to their respective ecclesial, cultural, economic, social and political contexts.
  • Addressing church and community problems by using creative contextual approaches to ministry.

    Learners will work effectively with others by:
  • Understanding the importance of a moral and constructive role in a faith community and the community at large and applying this understanding in practice.
  • Communicating and interacting effectively in a group context.

    Learners will responsibly and effectively organize themselves and their activities by:
  • Utilising requisite study skills and learning strategies.
  • Identifying and addressing their own learning needs in the context of their work.
  • Organising their own study plans.
  • Thinking independently in the execution of theoretical and practical tasks.

    Learners will manage information effectively in:
  • Using study and other resources effectively to complete tasks.
  • Constructing pieces of academic writing by integrating information from a variety of sources.
  • Acting responsibly as a scholar (i.e. by using recognised reference techniques and by avoiding plagiarism).
  • Using theological theories, experiences and examples.

    Learners will communicate effectively in various modes in:
  • Producing persuasive forms of written, oral and graphic communication.
  • Expressing theological insights creatively in terms of their culture and worldview.

    Learners will respond to science and technology in relation to humanity and the world by:
  • Acting with sensitivity and maturity in responding to ethical challenges in these regards.
  • Formulating concrete and creative responses to community problems.

    Students will demonstrate an holistic appreciation for the interrelated nature of humanity and the world in:
  • Showing respect for personal, cultural, and theological diversity, in the context of a pluralistic society.

    Learners will reflect on their learning strategies and demonstrate awareness in this regard of:
  • How personal biases influence one`s knowledge of and attitude to people and situations.
  • How engagement with different types of sources fosters different learning strategies.

    Learners will participate responsibly in micro- and macro-social contexts by demonstrating:
  • Commitment to the well-being of society through well-informed ethical stances on community issues.
  • A thoughtful and constructive understanding of society.

    Learners will relate positively to other persons and groups by demonstrating:
  • Sensitivity towards social diversity, divergent opinions and differing styles of expressing faith.
  • Awareness of the role of cultural differences in Biblical interpretation.
  • The ability to understand the cultural and contextual roots of differences between theologies.
  • The ability to cooperate with people of other churches and theologies, and demonstrate awareness of other religions and how cooperation in societal issues could be realized.

    Learners will demonstrate awareness of leaning and vocational opportunities in being able to:
  • Compare and evaluate various options for further study.
  • Become involved accountably in Christian community and society with a view to employment as a church or community worker.

    Learners will demonstrate economic development opportunities in being able to:
  • Identify and use the skills necessary for church development and growth.
  • Identify and use the skills of social analysis, interpersonal sensitivity, imaginative intelligence, emotional maturity, and community involvement, which may lead to the creation of employment opportunities outside church circles. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Outline important theological and biblical themes and knowledge.
  • Describe the socio-historical context of the bible showing its importance for biblical interpretation.
  • Use a variety of accepted exegetical methods to explain biblical texts and apply them to today.
  • Use theological and biblical knowledge to strengthen personal faith and ministry.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Give an account of the history and values of their faith community and their personal faith development.
  • Integrate faith with theological and ethical issues that they face in their ministry in the church and the wider society.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Explain Christian principles of leadership showing how they are relevant for today.
  • Describe leadership models and relate them to their faith.
  • Use leadership skills in ministry.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Identify pastoral needs of individuals, groups and communities.
  • Integrate theological understanding in pastoral ministry.
  • Use basic pastoral and counselling skills.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Be aware of and demonstrate insight into current moral issues.
  • Describe and apply Christian Ethical norms and values.
  • Integrate Christian norms and values with appropriate goals, consequences and virtues for moral behaviour.

    Integrated Assessment:
  • Assessment practices in the TEE College are open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever. Assessment instruments are designed with this in mind so that students from different contexts are able to complete them.
  • TEE uses an integrated approach to assessment. Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values are combined using both theory and praxis.
  • Assessment of the fundamental courses is integrated with theological knowledge and studies. It is relevant to the students' context and develops competencies needed for further studies.
  • A variety of methods are used in assessment and practical assignments are given that are relevant and appropriate to the context in which the learner is working or will work.
  • The assessments are integrated which means that the theoretical and practical components are assessed together. Continuous assessment are provided through:
    > Practical projects.
    > Written assignments.
    > Written exams in some courses.
  • Assessors assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
  • Assessment ensures that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner. 
    		•

    INTERNATIONAL COMPARABILITY 
    It is common practice in undergraduate higher education programmes elsewhere in Africa and Asia to award certificate level qualifications at exit points from BTh or equivalent programmes. To a large extent the proposed TEE College Higher Certificate is conceived (as required by South African regulations) much more than these 'early exit' awards as a Qualification in its own right, serving purposes complete in itself. Nevertheless the TEEC Higher Certificate (and Advanced Certificate) are designed to articulate smoothly into a progression path which will lead to the Diploma if this is desired by the student. There is therefore a developmental progression which is evident in the exit outcomes of these three qualifications. It was instructive, however, to compare each of these three sets of outcomes with the Diploma in Theology on the New Zealand Qualifications Framework. This has the following areas of focus:
  • Christian leadership.
  • Christian mission.
  • Christian worship and preaching.
  • Educational practice in Christian ministries.
  • Pastoral theology and ministry.
  • Philosophy, theory and Christian theology of education.

    The Exit Level Outcomes and Associated Assessment Criteria of the proposed diploma of TEE College do not refer to specific areas such as mission, worship, preaching and Christian education. Rather, they refer to broad competencies which underlie the kinds of areas listed in the New Zealand qualification. However, the TEE College programme does offer learners courses in preaching, worship, Christian education etc., some as electives rather than core courses, but, even if these specific courses are not included in a learner's curriculum, the competencies enshrined in the programme's Exit Level Outcomes and Associated Assessment Criteria are sufficiently addressed across the curriculum in its fundamental and core components.

    A common route in many African and Asian countries is to take a three year Diploma in Theology, followed by a three year Bachelor of Divinity, e.g. Makumire University and Iringa University in Tanzania, St. Paul`s College, Limuru in Kenya, Trinity Theological College in Singapore, Serampore College of Calcutta University in India. In the scope of the courses which they include, the TEE College Higher Certificate, Advanced Certificate and Diploma in Theology programmes are comparable to the three year diploma of these African and Asian examples. While the three TEEC qualifications are designed as autonomous awards which can stand on their own (at the appropriate level) in developing competences in theology and ministry, it is useful to view them synoptically in comparing them with other, comparable African and Asian qualifications. Such a comparison reveals that, as in these other qualifications, there is indeed an additive aspect to the progression from initial studies (in TEEC's case, for the Higher Certificate) through to completion of the Diploma: as the student proceeds he/she encounters new areas of study not previously met. However, in the case of those students who elect to continue beyond Higher (and Advanced( Certificate studies, there is also a Brunerian 'spiral curriculum' aspect to the progression through TEEC studies. To some extent this differentiates the TEEC model from other similar programmes internationally. But this is not an absolute difference.

    The programme which TEE College intends to offer takes into account international experience of distance education in the field of theology and ministry and particularly that of the 'theological education by extension' movement. The TEE model, which involves an emphasis on the integration of academic theological competence with applied competence for ministry, presented in a distance/extension mode, was pioneered in the Presbyterian Seminary of Guatemala and has since been adopted by diversified theological programmes worldwide. The level of these programmes varies but that of TEEC South Africa is aims to uphold the best standard of the TEE model at higher education level, such as that of Serampore College India, which is recognized along with TEEC South Africa as exemplifying the application of this type of distance model in higher education. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation.

    Vertical articulation can occur with the NQF Level 6 Advanced Certificate: Theology. With regard to horizontal articulation this programme allows articulation with other NQF Level 5 qualifications, such as Certificates in Pastoral Counselling or Christian ministries. 

    MODERATION OPTIONS 
  • Internal moderation is carried out by full-time and part-time staff appointed by the management of the College. External moderation is carried out by persons appointed by the College Council, who hold doctorates in theology and are recognized for their leadership role in theological education.
  • Anyone assessing a learner or moderating the assessment of a learner against this qualification is registered and appointed by the provider according to existing moderation guidelines of the HEQC.
  • TEE College is accredited by the HEQC as a provider offering programmes in Theology and Ministry.
  • Assessment and moderation of assessment is overseen by the HEQC, according to the HEQC policies and guidelines for assessment and moderation.
  • Moderation validates the achievement of competencies and assessment processes as described in exit level outcomes and integrated assessment options as described in the Qualification.
  • Anyone who wishes to be assessed against the TEEC Higher Certificate: Theology Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the HEQC. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Assessors must demonstrate:
  • Interpersonal skills.
  • Capacity to learn from guidance provided by the College on how to assess.
  • Possess a relevant qualification at one level higher than the level of the qualification.
  • Have at least four years relevant experience of theology/ministry.
  • Comply with all other requirements of the HEQC. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 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. Theological Education by Extension College of Southern 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.