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:

Diploma in Theology

SAQA QUAL ID	QUALIFICATION TITLE
92059	Diploma in Theology
ORIGINATOR
College of Transfiguration NPC
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Diploma (Min 360)	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 06	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 does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Diploma in Theology is to equip learners to become agents of transformation in both church and society. The pursuit of this qualification will allow learners to develop a broad theological knowledge and understanding and to integrate such with the foundational skills required to minister and lead in today's complex world. Enquirers, discoverers and the curious will find the course of value in their Christian pilgrimage since it tests the extent of one's faith and, based on the principle of doing theology in context, it engages and is applied to the life situations that confront ministers of the church.

The qualifying learner attributes, the qualifying learners of the qualification will be able to:

Display an understanding of theology and of the scriptures that is faithful, critical, rooted in tradition, and informed by context.

Demonstrate the ability to think theologically in a way that is informed and coherent, and that integrates the use of scripture, reason, tradition, and experience.

Display an understanding of practical theology and of church history that is balanced, informed and critical.

Demonstrate the ability to translate knowledge of a variety of disciplines into practice in a way that is informed and reflexive.

Graduates of the qualification should be people of integrity who are appropriately mature and discerning, with a keen sense of justice and fairness; constructive and critical contributors to the community who respect others and appreciate their different gifts and experiences; and able to balance self-care with the demands of community life.

Qualifying learners who are also candidates for ordination should be:

Spiritually disciplined, actively committed to a life rooted in scripture, and in public and private prayer.

People who can live well with authority in the church, while aware of their own agency; able to exercise leadership responsibly and, where appropriate, collaboratively.

Rationale:
This qualification is part of the church's process of discernment of the vocations to ministry. It provides theological learners and church workers with the knowledge and skills necessary for effective ministry and service, as well as equipping individuals with a deeper understanding of Christian faith. The qualification is the bedrock standard qualification for the ordained ministry of mainly the Anglican Church of Southern Africa and other church denominations. As such, it is offered as a basic qualification for any prospective candidates for the ordained ministry.

The qualification, as part of the academic world of higher education, leads society, strengthens ties with the past, seeks explanations and solutions to current problems and produces guidelines for future investigation through multi- and interdisciplinary discourse. It influences people to become positive change agents, re-shape the way in which the message of salvation is brought to the world in order to stay relevant in changing circumstances and be at the forefront of progressive transformation in society. This is achieved through constant dialogue with other academic disciplines, the Church as an institution and with society in general.

Upon completion, the qualifying learner has options for occupations/professions such as minister in the Church of God, theologian, religious studies lecturer/teacher, chaplain or youth worker, charity worker, counsellor and other roles within religious organisations. The skills developed through theology study are transferable to various sectors, including education, law, social work, and even journalism.

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. RPL recognises learning acquired through formal, non-formal and/or informal learning and may be applied to provide alternative access and admission to the qualification, and/or exemption from modules or towards the qualification, where applicants provide sufficient evidence of relevant knowledge, skills and competencies. RPL may be applied for access and credits from modules credits for or towards the qualification.

RPL for access:

Learners who do not meet the minimum entrance requirements, or who do not hold the required qualification at the same NQF level as the qualification required for admission, may be considered for admission through RPL.

Applicants must provide evidence in the form of a portfolio demonstrating that they have acquired the relevant knowledge, skills and competencies through formal, non-formal and/or informal learning to cope with the expectations of the qualification.

Only 10% of any given year's cohort will be granted access through the process of RPL.

RPL for exemption of modules:

Learners may apply for exemption from modules that form part of the qualification. To be exempted from a module, a learner must provide sufficient evidence in the form of a portfolio demonstrating competence in learning outcomes equivalent to those of the module concerned.

Exemption based on RPL is limited to not more than 50% of the modules of the qualification.

A full qualification cannot be awarded solely on the basis of RPL.

Entry Requirements:

National Senior Certificate, NQF Level 4, granting access to Diploma studies.
Or

National Certificate (Vocational), NQF Level 4, granting access to Diploma studies.
Or

Senior Certificate, NQF Level 4, with endorsement.
Or

Higher Certificate in Bible and Ministry, NQF Level 5.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of compulsory and elective modules at National Qualifications Framework Level 5, 6, and 7, totalling 396 Credits.

Compulsory Modules, NQF Level 5, 84 Credits:

Academic Literacy and Writing 1, 12 Credits.

Biblical Studies 1, 24 Credits.

Christian Spirituality, 12 Credits.

Church History, 24 Credits.

Pastoral Studies 1, 12 Credits.

Elective Modules, NQF Level 5, 12 Credits: (Learners must select one module)

Introduction to New Testament Greek, 12 Credits.

Compulsory Modules, NQF Level 6, 168 Credits:

Systematic Theology 1, 24 Credits.

Missiology, 12 Credits.

Academic Literacy and Writing 2, 12 Credits.

Biblical Studies 2, 30 Credits.

Systematic Theology 2, 30 Credits.

Theology and Development 1, 24 Credits.

Anglican Studies, 12 Credits.

Homiletics, 12 Credits.

Parish Placement,12 Credits.

Elective Modules, NQF Level 6, 24 Credits: (Learners must select two modules)

Spiritual Direction, 12 Credits.

Youth Ministry in African Context Today, 12 Credits.

Transforming Christian Education, 12 Credits.

Compulsory Modules, NQF Level 7, 84 Credits:

Pastoral Studies 2, 12 Credits.

Theology and Development 2, 24 Credits

Liturgical Studies, 24 Credits.

Christian Ethics, 24 Credits.

Elective Modules, NQF Level 7, 24 Credits: (Learners must select two modules)

Anglican Studies 2, 12 Credits.

Christianity & the Church in Africa, 12 Credits.

Introduction to Ecumenical Studies, 12 Credits.

EXIT LEVEL OUTCOMES

1. Evaluate and apply appropriate models of leadership and development to address well-defined needs in faith-based communities.
2. Analyse and evaluate Christian teachings, doctrine and ethical thought in relation to historical and contemporary social contexts.
3. Analyse and interpret selected primary texts from the Christian traditions by applying appropriate academic models and methods.
4. Evaluate, select and apply appropriate educational principles and models in faith-based communities.
5. Analyse specific social contexts and formulate justified Christian responses to the identified needs of persons within communities.
6. Evaluate and apply appropriate pastoral-care models, skills and ethical principles when responding to persons and groups in specific contexts.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Analyse and compare social models relevant to leadership and development in faith-based communities.

Select and justify skills, techniques and values appropriate for leadership and management in faith-based communities.

Apply and evaluate an appropriate leadership model against relevant transformational-development indicators, and communicate justified conclusions.

Associated Assessment Criteria for Exit Level Outcome 2:

Analyse key Christian teachings relating to Scripture, spirituality, liturgy and theology from historical and contemporary perspectives.

Compare and evaluate key concepts, models and principles of Christian teaching using relevant historical and contemporary sources.

Evaluate Christian teachings in relation to diverse social contexts and justify the conclusions reached.

Apply the values of Jesus to a defined social context, make and justify ethical decisions, and reflect on their implications for a kingdom-centred lifestyle.

Associated Assessment Criteria for Exit Level Outcome 3:

Evaluate key concepts and models used to interpret primary texts.

Select, justify and apply appropriate academic models and methods to selected primary texts.

Analyse and synthesise key theological themes arising from primary texts within the Christian traditions.

Communicate a coherent, evidence-based interpretation of primary texts and critically reflect on its implications for personal and spiritual development.

Associated Assessment Criteria for Exit Level Outcome 4:

Analyse and evaluate educational principles and models applied in faith-based communities.

Select, justify and implement educational principles and models in response to a defined need in a faith-based community.

Associated Assessment Criteria for Exit Level Outcome 5:

Select and apply appropriate social-analysis tools to gather, evaluate and organise information about a defined context.

Analyse the information gathered and evaluate its significance for advancing transformation within the relevant context.

Formulate and justify contextually appropriate Christian responses to identified community needs, and communicate an accountable implementation approach.

Associated Assessment Criteria for Exit Level Outcome 6:

Compare and evaluate pastoral-care models with specific reference to the Christian traditions and defined contextual needs.

Select and practise appropriate pastoral-care skills, techniques and values when responding to persons and communities in well-defined but unfamiliar situations.

Demonstrate ethical judgement, reflexive practice and accountability for personal and spiritual development and for pastoral-care decisions.

Integrated Assessment
A variety of methods are utilised for both formative and summative assessments in each course belonging to the learning programme that leads to this qualification. Wherever possible, these methods reflect authentic tasks and situations relating to the purpose of the qualification.

The assessment methods include oral, written, individual, and group work such as presentations, role-plays, Bible Studies, reports, reflections, portfolios, etc. Assessors are required to design and utilise assessment practices that are open, transparent, fair, valid, and reliable so that no student is disadvantaged and to ensure the integration of theoretical and practical components.

Formative Assessment:
Formative assessment consists of various ongoing, continuous and low-stakes tasks that are used for diagnostic purposes and/or for student practice and count towards promotion marks. Formative assessments may include tasks that are for no marks for diagnostic and feedback purposes.

The formative assessments shall comprise at most 60% of the final mark. The formative assessment shall be internally moderated.

Formative Assessments include:

Class tests and exercises.

Quizzes.

Group presentations.

Reflections.

Research tasks and class presentations.

Short essays.

Reading responses.

Periodic reporting on progress.

Practice sermons.

Practical work and observation.

Journaling leading to formative assessment.

Summative Assessment:
Summative assessment is used at the end of a unit of learning or at the end of a course of study to determine to what extent the student has learned the material they have been taught. Summative assessments are often used for administrative purposes to provide information about a learner's overall performance at a specific point in their learning programme. While the role of summative assessments may be distinguished from formative assessment tasks it is helpful to learners if summative assessments are also interpreted formatively before moving on to new units or new courses of learning.

The summative assessments shall comprise at least 40% of the final mark. The summative assessment shall be externally moderated.

Summative Assessments include:

Essays and written assignments.

Examinations.

Individual Presentations.

Case studies and/or research in various contexts.

Reflective journaling.

Research papers.

Written sermons and Sermon presentations.

Reviews of literature and other media.

INTERNATIONAL COMPARABILITY

Country: United Kingdom
Institution: St Hild College (Church of England), Durham, Hartlepool, England
Qualification Title: Diploma in Theology
Credits: Not stated.
Duration: Typically, two to three years, depending on the mode of study.

Entry Requirements:

Completion of secondary education or equivalent qualification.

Flexible entry routes, including full-time and part-time study options.

Consideration of ministry experience and mature learners.

Church endorsement is generally required for those preparing for ordained ministry.

Applicants must demonstrate readiness for theological study.

Purpose/Rationale:
The Diploma in Theology aims to develop theological knowledge, ministerial competence, spiritual formation and leadership skills required for Christian ministry. The programme equips learners with a sound understanding of Scripture, theology, church tradition, pastoral ministry and mission within the Anglican tradition while preparing them for further theological studies and ordained or lay ministry.

Learning Outcomes:
Upon completion, graduates will be able to:

Demonstrate knowledge of Biblical Studies and Christian doctrine.

Apply theological principles within ministry and pastoral contexts.

Critically engage with church history and theological traditions.

Demonstrate pastoral and spiritual leadership skills.

Integrate Christian faith and ministry practice.

Prepare for ordained ministry, mission work and further theological study.

Qualification Structure:
The qualification consists of modules that include:

Sacred Scripture (Old and New Testaments).

Systematic Theology.

Moral Theology.

Pastoral Theology.

Ministry and Mission Studies.

Spiritual Formation.

Church Practice.

Assessment Criteria:

Written assignments.

Essays and research tasks.

Reflective theological journals.

Practical ministry assessments.

Presentations and examinations where applicable.

Similarities:
The South African (SA) Diploma in Theology compares favourably with the St Hild Diploma in Theology because both qualifications:

Require applicants to possess secondary school education.

Provide alternative access routes for mature learners.

Include Biblical Studies, Church History, Theology and Pastoral Formation.

Prepare learners for Christian ministry and leadership.

Emphasise spiritual formation and ministerial development.

Provide progression opportunities into higher theological qualifications.

Support preparation for ordained ministry in the Anglican tradition.

Differences:

St Hild offers flexible full-time, part-time and mixed-mode study, whilst the SA qualification is primarily a residential programme.

St Hild is aligned to the United Kingdom FHEQ Level 5 framework, whereas the SA qualification is registered at NQF Level 6.

St Hild is generally completed over two to three years, whereas the SA qualification is a three-year 360-credit programme.

The SA qualification includes African Contextual Theology, Liturgical Studies and Anglican Spirituality, which are not emphasised in the same manner within the St Hild qualification.

St Hild places greater emphasis on mission and church planting within the United Kingdom context.

The SA qualification focuses specifically on ministry formation within the Anglican Church of Southern Africa.

Country: Canada
Institution: Newman Theological College, Edmonton, Canada
Qualification Title: Diploma in Theology
Credits: Credits not specified.
Duration: Up to four years on a part-time basis.

Entry Requirements:

Alberta High School Diploma with English 30 or equivalent.

Applicants aged 30 years or older may be admitted as mature students without a formal school-leaving qualification, subject to meeting admission requirements.

Alternative admission opportunities may be considered.

Applicants must demonstrate suitability for theological study.

Purpose/Rationale:
The Diploma in Theology aims to provide learners with foundational theological knowledge and practical ministry skills for Christian service, leadership and further theological education. The qualification develops learners' understanding of Christian doctrine, church history, Scripture, spirituality and pastoral ministry within a Catholic theological framework.

Learning Outcomes:
Upon completion, graduates will be able to:

Demonstrate knowledge of Scripture and Christian doctrine.

Apply theological concepts within church and ministry contexts.

Interpret church history and theological traditions.

Demonstrate pastoral, leadership and ministry competencies.

Apply ethical and spiritual principles to ministry practice.

Prepare for further theological studies and ministerial leadership.

Qualification Structure:
The qualification consists of modules that include:

Biblical Studies.

Christian Doctrine.

Church History.

Mission and Evangelism.

Pastoral Theology.

Spirituality.

Christian Ethics.

Assessment Criteria:

Written assignments.

Essays and theological reflections.

Research projects.

Ministry-related practical activities.

Continuous assessment tasks.

Similarities:
The South African (SA) Diploma in Theology compares favourably with the Newman Theological College qualification because both qualifications:

Require secondary school education for admission.

Provide alternative admission pathways for non-traditional learners.

Include Biblical Studies, Church History and Theology as foundational subjects.

Develop pastoral and ministry competencies.

Prepare learners for Christian leadership and ministry.

Promote spiritual formation and ethical leadership.

Provide pathways into further theological education.

Differences:

Newman Theological College is rooted in the Roman Catholic tradition, whereas the SA qualification is based within the Anglican tradition.

Newman offers online, blended and part-time delivery options, while the SA qualification follows a residential formation model.

Newman may be completed over a period of up to four years, whereas the SA qualification is completed over three years.

The SA qualification includes Liturgical Studies, African Contextual Theology, Anglican Spirituality and Biblical Languages, which are not core components of the Newman qualification.

The SA qualification places greater emphasis on residential community life, daily worship and Anglican ministerial formation.

Newman graduates may articulate to Bachelor of Theology and Master of Divinity programmes, whilst SA graduates may progress to an Advanced Diploma in Ministry (NQF Level 7) or Bachelor of Theology (NQF Level 8).

Conclusion:
The South African Diploma in Theology compares favourably with both the Diploma in Theology offered by St Hild College in the United Kingdom and Newman Theological College in Canada. All three qualifications share common theological foundations, including Biblical Studies, Theology, Church History, Spirituality and Pastoral Ministry. The qualifications are broadly comparable in purpose, learning outcomes and ministerial preparation. Differences are primarily evident in denominational orientation, curriculum emphasis, delivery mode, progression pathways and contextual focus, with the South African qualification being distinctive in its Anglican formation, African contextual orientation and residential ministerial training.

ARTICULATION OPTIONS

This qualification provides the following articulation options:
Horizontal Articulation:

Advanced Certificate in Religious Education, NQF Level 6.

There are currently no registered horizontal articulation possibilities between Sub-Frameworks for this qualification.

Vertical Articulation:

Bachelor of Arts in Theology, NQF Level 7.

Advanced Diploma in Theology, NQF Level 7.

Diagonal Articulation:

National Diploma: Human Resources Management and Practices, NQF Level 5.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Recorded in 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.	College of Transfiguration NPC