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: 

Bachelor of Theology 
SAQA QUAL ID QUALIFICATION TITLE
90738  Bachelor of Theology 
ORIGINATOR
Mukhanyo Theological College 
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  Not Applicable  NQF Level 07  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2033-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
74376  Bachelor of Theology  Level 6  NQF Level 07  480  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the Bachelor of Theology fulfils the needs of pastors and other Christians by offering education at various levels and within several disciplines, including theological studies and teacher training. The multi-ethnic body of learners receives biblical in-service training for ministry in the African context.

With this qualification, the institution wants to equip practicing church pastors, younger learners who are called to become pastors, and Christians who want to grow in knowledge about God, with comprehensive knowledge about God, his Word, and how his Church should be managed. This qualification is designed to provide learners with a comprehensive understanding of theological concepts, theories, and methodologies within a global and multicultural context. It aims to equip graduates with the knowledge and skills needed to engage critically with theological texts and traditions, preparing them for further study or careers in various religious, academic, and social contexts.

The three-year degree accredited qualification - stretched over four years - provides a comprehensive study of all aspects of theology, including both academic research and practical application of biblical truth. It is designed to prepare candidates for all aspects of Christian ministry, especially those who are called by God into the pastoral ministry of the Word and leadership in the Church. Completing the qualification gives learners a certificate at a graduation ceremony, however, they get more. Graduates who do not pastor are active members of their churches fulfilling other duties like Sunday school teaching.

The qualification will also equip learners to become pastors, do church planting, write and present sermons, perform pastoral duties, run the administration of the church, run Sunday school, and act as local leaders in their respective communities.

Upon completion of the qualification, a qualifying learner will be able to:
  • Demonstrate a comprehensive understanding of theological concepts, theories, and methodologies, including the ability to critically analyse theological texts and traditions
  • Conduct research in theology, gather and evaluate relevant sources, and present findings in a coherent and scholarly manner.
  • Engage in critical reflection on theological issues, demonstrating the ability to evaluate different perspectives and articulate well-reasoned arguments.

    Rationale:
    The rationale for this qualification offered was developed to meet a specific and sustained need for biblically faithful, contextually relevant theological education in southern Africa. Since its founding in 1985 in the KwaNdebele region, MTC has responded to requests from African Indigenous Church leaders (particularly Apostolic and Zionist traditions), Reformed congregations, and evangelical communities for formal theological training that equips pastors and church leaders to serve effectively in their local contexts. Existing qualifications were inaccessible to rural learners or misaligned with the doctrinal and practical needs of these communities. MTC's B.Th. was designed to address this gap by offering a reformed, multi-ethnic, and academically rigorous qualification that integrates theological depth with ministry practice. A comprehensive review of the National Qualifications Framework confirmed that no other registered qualification replicates the unique combination of MTC's theological ethos, flexible delivery model, and community-driven curriculum. This qualification is therefore not a duplication but a necessary and original contribution to theological education in South Africa.

    The need for this qualification was identified through sustained engagement with MTC's founding member churches, denominational partners, and theological educators. These include the Reformed Churches in South Africa (RCSA), Evangelical Fellowship of South Africa (EFSA), and leaders from African Indigenous Churches. The demand was first articulated during MTC's foundational consultations in KwaNdebele and reaffirmed through ongoing dialogue, including the annual International Bible Consultation hosted by MTC. The B.Th. addresses a sector-wide shortage of formally trained Christian leaders capable of preaching sound doctrine, leading congregations, and engaging in ethical decision-making. It is particularly relevant in rural areas such as KwaMhlanga, where many pastors serve without formal theological education, and in urban centres like Johannesburg and Pretoria, where younger learners seek academic pathways into ministry. This qualification contributes to societal development by producing graduates who lead community initiatives, counsel families, and promote social cohesion. Economically, it enhances employability within churches, NGOs, and educational institutions, and supports sustainable ministry models. By training leaders who are both theologically competent and socially engaged, MTC's B.Th. aligns with national strategies for education, ethical leadership, and community upliftment. These benefits are echoed in Paragraph 3 and Paragraph 5, which further detail learner profiles and career pathways.

    Typical learners for this qualification include practicing pastors from African Indigenous Churches, Reformed congregations, and evangelical communities, as well as younger learners preparing for ministry. Many are bi-vocational, balancing ministry responsibilities with part-time employment, and are drawn to this qualification's flexible delivery modelweekday classes in KwaMhlanga and Johannesburg, and evening classes in Pretoria. Graduates typically enter occupations such as pastoral ministry, church leadership, theological education, missionary work, and Christian counselling. The qualification equips learners to preach, teach, counsel, lead congregations, and manage church administration. It also prepares learners for roles in para-church organisations, Christian schools, and faith-based NGOs.

    Graduates will typically enter occupations such as pastoral ministry, church leadership, theological education, missionary work, and Christian counselling. Many serve as ordained ministers, elders, or Bible teachers within African Indigenous Churches, Reformed congregations, and evangelical networks. Others take up roles in para-church organisations, Christian schools, or community-based ministries where theological training is essential for leadership and service. This is a foundational qualification that enables both academic and vocational progression. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):
    The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted for modules that form part of the qualification.
  • For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Admission through RPL is limited to a maximum of 10% of the enrolment cohort. No full qualification may be awarded solely on the basis of RPL, and exemption is limited to no more than 50% of the total credits required for the qualification.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4 granting access to bachelor's studies.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to bachelor's studies.
    Or
  • Senior Certificate, NQF Level 4 with endorsement. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    QUALIFICATION RULES 
    This qualification comprises compulsory and elective modules at NQF Levels 5, 6, and 7 totalling a minimum of 364 Credits.

    Compulsory Modules, Level 5, 90 Credits:
  • Academic Literacy, 10 Credits.
  • Biblical Theology, 20 Credits.
  • Historical Theology 10 Credits.
  • Missiology, 10 Credits.
  • New Testament, 10 Credits.
  • Pastoral Theology, 10 Credits.
  • Systematic Theology, 20 Credits.

    Elective Modules, Level 5, 34 Credits
  • Academic Literacy, 10 Credits.
  • Language, 24 Credits.

    Compulsory Modules, Level 6, 120 Credits
  • Biblical Theology, 10 Credits.
  • Historical Theology, 10 Credits.
  • Biblical Languages, 40 Credits.
  • New Testament, 10 Credits
  • Old Testament, 20 Credits.
  • Pastoral Theology, 10 Credits.
  • Systematic Theology, 20 Credits.

    Compulsory Modules, Level 7, 90 Credits:
  • Historical Theology, 10 Credits.
  • Missiology, 20 Credits.
  • New Testament, 20 Credits.
  • Old Testament, 20 Credits.
  • Systematic Theology, 20 Credits.

    Elective Modules, Level 7, 30 Credits
  • Biblical Theology, 10 Credits.
  • Historical Theology, 10 Credits.
  • Languages, 24 Credits.
  • Biblical Languages, 10 Credits.
  • Missiology, 10 Credits.
  • Practice Preaching, 20 Credits
  • Exegesis, 4 Credits
  • Pastoral Theology, 20 Credits 
    		•

    EXIT LEVEL OUTCOMES 
    1. Demonstrate a comprehensive understanding of theological concepts, theories, and methodologies, including the ability to critically analyse theological texts and traditions
    2. Conduct research in theology, gather and evaluate relevant sources, and present findings in a coherent and scholarly manner.
    3. Engage in critical reflection on theological issues, demonstrating the ability to evaluate different perspectives and articulate well-reasoned arguments.
    4. Communicate theological ideas effectively, both orally and in writing, to a variety of audiences
    5. Display an understanding of the ethical dimensions of theology and their implications for personal. And social responsibility.
    6. Apply theological insights to real-world contexts, demonstrating an awareness of cultural, social, and historical factors that shape theological discourse.
    7. Integrate theological knowledge with other disciplines, applying it to address complex issues in contemporary society.
    8. demonstrate a commitment to lifelong learning and professional development, recognizing the dynamic nature of theology and the need for ongoing intellectual engagement. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Demonstrate a deep understanding of key theological concepts, theories, and methodologies
  • Critically analyse and interpret theological texts and traditions.
  • Evaluate the strengths and weaknesses of various theological perspectives
  • Apply understanding of theological concepts, theories, and methodologies in the preparation of sermons

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Locate relevant primary and secondary sources (e.g., academic journals, theological databases, primary texts).
  • Critically assess the credibility, authority, and bias of theological sources.
  • Analyse and interpret theological data from different sources.
  • Present research findings in a clear, concise, and organized manner using appropriate academic writing conventions.
  • Utilise proper referencing methods.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Critically evaluating different theological perspectives and arguments.
  • Construct well-reasoned and coherent theological arguments.
  • Articulate personal theological stances supported by critical reflection and evidence.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Engage in theological dialogue and debate with clarity and respect.
  • Structure oral and written communication logically, with a strong introduction, body, and conclusion
  • Adapt communication style and language to suit the knowledge level and background of the audience.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Identify key ethical concepts and principles within theological frameworks.
  • Demonstrate an awareness of potential ethical challenges within theological practices.
  • Understand the ethical dimensions of theological issues and their implications for personal and social responsibility.
  • Apply ethical principles to contemporary theological and social issues.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Apply theological insights to real-world contexts, demonstrating sensitivity to cultural, social, and historical factors.
  • Develop and defend well-reasoned arguments that integrate theological insights with contextual considerations.
  • Analyse the cultural, social, and historical contexts that shape real-world issues.
  • Engage with diverse theological perspectives and practices.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Study relevant disciplines (e.g., philosophy, sociology, psychology) that contribute to a deeper understanding of complex contemporary issues.
  • Integrate theological knowledge with other disciplines to address complex issues.
  • Apply theological insights to practical contexts.

    Associated Assessment Criteria for Exit Level Outcome 8:
  • Identify resources and strategies for ongoing theological learning and development.
  • Demonstration of a commitment to ongoing intellectual and professional development in theology.
  • Reflect critically on own learning and engage in continuous improvement.

    Integrated Assessment
    Assessment is based on the Assessment Policy (A-03) which applies to (i) all MTC lecturers and all forms of assessment. The main objective of assessment is to ensure that effective learning takes place through formative assessment (assisting learners in their learning process by identifying sections/concepts that they do not yet fully understand) and summative assessment (ensuring that learners have achieved the outcomes of each course). All assessment - formative and summative - is based on the principles of fairness, validity, reliability, and practicability.

    At the beginning of each semester, each course group, submits to the HoA and PM, a Course Planner Diary with information on lecturers who will set and moderate all formative and summative assessments. Assessments are explained in terms of purpose, type, and procedure. A memorandum or rubric for each assessment is supplied. The weighting of each assessment task - within the 60-40 distribution - is also noted. This Course Diary is also made available to learners registered for that course. The institutinaims to standardise the assessment to ensure continuity and uniformity. This uniformity period is usually three years, which corresponds to the timeframe to evaluate and update study guides.

    Assessment Types:
    The MTC Assessment Policy groups Assessment Types according to skills development.
    Thinking critically and making judgments
    (Higher level Bloom's questions: Develop arguments, reflect, evaluate, assess, judge)
  • Essay
  • Report
  • Journal
  • Book review (or article) for a particular journal
  • Written tests and exams

    The assessment types, as discussed above, are used in developing the following Integrated Formative assessments:

    Self-Assessments
    Aim: To trigger reflection and encourage one-on-one discussions with lecturers.
    Type: Thinking critically and making judgments; Solving problems and developing plans, and managing and developing oneself

    Class Assessments
    Aim: To encourage class discussions; discuss homework questions; develop logical arguments & thinking on the spot, and defend your point of view, and formal and informal debating skills.
    These assignments can be assessed formally, informally or by peers.
    Type: Thinking critically and making judgments; Solving problems and developing plans; Demonstrating knowledge and understanding; Designing, creating, performing, and communicating.

    Lecture Assessments
    Aim: To evaluate all six Bloom's levels applicable to content with emphasis on the higher order skills; encourage wider thinking based on the range of questions asked; serve as preparation for more formal class assignments in the following lectures, and give formal or informal feedback to learners regarding their understanding of the content, with the purpose of identifying gaps in learning and understanding so that learners can adjust their learning.

    These assignments can be assessed formally, informally or by peers.
    Type: Thinking critically and making judgments; Solving problems and developing plans; Managing and developing oneself; Accessing and managing information; Demonstrating knowledge and understanding; Designing, creating, performing, and communicating.
    The assessment ratio is 60% formative assessment and 40% summative assessment.

    Formative Assessment:
    Formative assessment at MTC follows the perspective of Assessment for Learning (AFL) where:
  • the focus is to improve learning, and not merely to measure it (practical and foundational competencies);
  • in this process learners require quick and effective feedback to identify their strengths and weaknesses and adjust their learning strategies accordingly (reflexive competency);
  • the learner benefits as he/she becomes aware of his/her responsibility towards learning, metacognition, and a growth mindset where challenges, i.e. poor assessment results, are seen as opportunities to learn and grow (foundational and reflexive competencies), and
  • the lecturer benefits from studying data - results and feedback - to determine the effectiveness of formative assessment (foundational and reflexive competencies).

    Aim: To evaluate all six Bloom's levels applicable to content with emphasis on the higher order skills; encourage wider thinking based on the range of questions asked; serve as preparation for more formal class assignments in the following lectures, and give formal feedback to learners regarding their understanding of the content, with the purpose of identifying gaps in learning and understanding so that learners can adjust their learning in time for summative assessment.

    These assignments are formally marked with feedback to the learner.
    Type: Thinking critically and making judgments; Solving problems and developing plans; Managing and developing oneself; Accessing and managing information; Demonstrating knowledge and understanding; Designing, creating, performing, and communicating.

    Summative Assessment:
    Summative assessment at MTC follows the perspective of Assessment of Learning (AOL) where:
  • the focus is on measuring what learners have already learned to determine their achievement of learning outcomes (practical and foundational competencies);
  • this process takes the form of exams, i.e. written, projects or presentations, at the end of each course/module;
  • the learner benefits from his/her marks confirming that adjustments made based on feedback on AFL were successful or not reflexive competency), and
  • the lecturer benefits from data based on achievement of outcomes, learning and teaching methods, and curriculum content (reflexive competency.

    Aim:
    To evaluate all six Bloom's levels applicable to content with emphasis on the lower order skills, and
    determine if the learner displays the required content knowledge to pass the course/module.
    These assignments are formally marked and kept for a period in the MTC strong room.
    Type: Thinking critically and making judgments; Solving problems and developing plans; Managing and developing oneself; Demonstrating knowledge and understanding; Designing, creating, performing, and Communicating. 
    		•

    INTERNATIONAL COMPARABILITY 
    This Bachelor of Theology 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.

    Country: New Zealand
    Institution name: University of Otago
    Qualification title: Bachelor of Theology (BTheol)
    Duration: Three years

    Entry requirements:
  • A New Zealand university entrance qualification, or equivalent.

    Rationale/Purpose
    The Bachelor of Theology (BTheol) learners are required to take papers in various Theology subject areas and are also able to include up to five papers from outside Theology in their degree programme. Learners are taught by research-active scholars, are expected to undertake a variety of learning experiences and are challenged to develop their intellectual independence. Graduates of the programme are well-informed about the key themes of and approaches to the different areas of study which are encompassed by the subject areas of Theology and have the ability to integrate learning across the range of subject areas of Theology.

    Course structure
    Modules:
  • Interpreting the Old Testament, comparable to Old Testament
  • Interpreting the New Testament, comparable to New Testament
  • The History of Christianity, comparable to Church History
  • Doing Theology
  • God and Ethics in the Modern World

    Similarities:
  • The University of Otago (UO) and the South African (SA) qualifications are both offered over three years.
  • The UO qualification learners are well-informed about the key themes of and approaches to the different areas of study which are encompassed by the subject areas of Theology and have the ability to integrate learning across the range of subject areas of Theology.
  • Similarly, the SA qualification seeks to equip learners with such an integrated approach that will produce results that are sufficient in dealing with the world around them.
  • Both qualifications offer similar modules such as Interpreting the Old Testament, Old Testament, Interpreting the New Testament, New Testament, The History of Christianity, and Church History.
  • Both qualifications articulate into a Bachelor of Theology (Hons).

    Differences:
  • The two qualifications differ in programme structure, the UO qualification requires that learners take papers in various Theology subject areas and include up to five papers from outside Theology in their degree programme.

    Country: The United Kingdom
    Institution name: University of Cambridge
    Qualification title: Bachelor of Theology for Ministry
    Duration: Two years

    Entry requirements:
  • Entry to the First Examination year is possible for those candidates who have satisfactorily completed study equivalent to 120 credits at Level 4 (Certificate Level) or who have a good first degree.

    Purpose/Rationale
    The Bachelor of Theology for Ministry (BTh) is a two-year vocational degree. The qualification is divided into the First Examination and the Second Examination years. The regulations require that learners must complete a pastoral portfolio to the satisfaction of the examiners in order to proceed to the degree.

    The requirement of constant, intentional integration of pastoral activity (taking the form of a ministry placement), self-awareness and academic study make it an intense experience and a good preparation for public ministry.

    Course structure
    Modules:
  • Introduction to Biblical Hebrew
  • Elementary Hebrew
  • Introduction to New Testament Greek
  • New Testament Greek, comparable to Greek
  • Reading the Christian Bible
  • Belief and practice in the early church
  • Reform and renewal in Christian history, compared to Church History

    Similarities:
  • The University of Cambridge (UC) and the South African (SA) qualifications are both undergraduate qualifications that accept learners who have completed a study equivalent to 120 credits at Level 4, this is comparable with the SA senior certificate located at NQF Level 4.
  • The SA qualification has been developed to empower learners with theoretical as well as practical knowledge that is essential to succeed as well-equipped leaders in the Church and Society.
  • The UC qualification requires constant intentional integration of pastoral activity (taking the form of a ministry placement), self-awareness, and academic study, which makes it an intense experience and a good preparation for public ministry.
  • Both qualifications share similar modules such as Reform and renewal in Christian history, Church History and New Testament Greek.

    Difference:
  • The SA qualification is offered over three years whereas the UC is offered over two years. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both vertical and horizontal articulation.
    Horizontal Articulation:
  • Bachelor of Arts in Theology, NQF Level 7.

    Vertical Articulation:
  • Bachelor of Arts Honours in Religious Studies, NQF Level 8.
  • Bachelor of Theology Honours, NQF Level 8.

    Diagonal Articulation
  • Occupational Certificate: Christian Religious Professional, NQF Level 5. 
    		•

    MODERATION OPTIONS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Recorded in 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. Mukhanyo Theological College 


    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.