SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Master of Arts in Theology

SAQA QUAL ID	QUALIFICATION TITLE
110505	Master of Arts in Theology
ORIGINATOR
University of Johannesburg
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's 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	180	Level 8 and above	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

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

The primary purpose of this qualification is to provide qualifying learners:

A more advanced theoretical and practical knowledge of specific selected aspects of the OT and NT Socio-cultural world, introduction, Theology, Hermeneutics and Methodology, Ethics, Dogmatics, Practical Theology, Church planning and management, Church history, Missions science and community care and development.

A more advanced theoretical knowledge in research methodology and teaching ability, applied to a new topic in any of the six fields of theology viz Old Testament, New Testament, Practical Theology, Missiology, Church History and Systematic Theology, and/or texts of the OT and NT.

A more advanced competence to interpret the Bible authoritatively, and to apply Biblical and theological knowledge in social, educational and religious (e.g. homiletic, teaching and pastoral) contexts.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

To enrol for this qualification, learners must have demonstrated, depending on the field of study within theology they have chosen:

personal, intellectual and practical skills in the acquisition, analysis, interpretation and understanding of scientific principles, methods and contents of the various theological and human science disciplines

practical competence in the application of above-mentioned skills in church and society

practical competence in the interpretation of the diverse Old Testament and New Testament texts

insights into the theological and ethical trust of the Old and New Testaments

competence in career in theology and/or the humanities

competence to provide a basis for further learning in the various theological and human science disciplines

applying knowledge of the history of the Church and the development of the Christian faith in modern Christianity

basic skills in providing pastoral care to people in their various needs

understanding and proclaiming the Christian doctrines

as leaders, to build team, to effectively manage and lead the local assembly to fulfill the duty of the church in the world and to reflect o the process

skills in interpreting the Bible and to apply the knowledge and adopt a positive implementation of Christian discipleship values in their lifestyle and vocation

understanding the central truth of the different world religions in relation with Christianity and to relate meaningful dialogue between them

NQF level 7; BA Honours (Theology) or an equivalent.
A minimum of 588 credits earned below NQF level 7 is required.

Recognition of prior learning:

If a prospective learner does not fully comply with the entrance requirements as stated in 4.1 above, current competencies in one of the specialised fields of Theology that have been acquired by prior learning through relevant experience will be assessed by the AFM Theological College. The official procedure of the RAU regarding recognition of prior learning will be applicable. It is the duty of the applicant to make available to the committee all the necessary documents and proof of prior learning through experience in order for the assessment to be done.

Learners who apply for advanced placement in the programme will be accredited for relevant previously generated credits. The department will decide on the relevancy of the credits previously generated.

Assessment of previous competencies may permit learners to (1) gain access to, or (2) be granted advanced placement in, or (3) be granted recognition of status, for, this programme, provided the learner proceeds with their studies at this university.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learners should be able to:

1. Reflect critically and creatively on religious and ethical problems. To evaluate and where relevant, apply theoretical concepts and approaches to theological material and/or Biblical texts, and to community situations;

2. Demonstrate the ability to reflect on and facilitate problem identification and problem solving in the religious community and in society in general;

3. Demonstrate the ability to make sophisticated moral and religious decisions, based on an appropriate theoretical frame of reference, reflect critically on their own moral and religious decisions;

4. Extend their research skills by collecting, analysing, organising and critically evaluate Biblical, theological and ethical information for the purpose of advanced research work;

5. Illustrate insight into religious and ethical dimensions of human interaction and the ability to communicate theological and ethical insights and knowledge persuasively, with due evidence of reflection.

6. Identify and use relevant appropriate technology in the theological, Biblical and religious field. The learners must be able to use a computer skilfully and appropriately to gain access to theological, Biblical and religious studies databases;

7. Demonstrate insight into religious and ethical dimensions of human interaction and the ability to communicate theological and ethical insights and knowledge persuasively.

8. Comprehend appropriate research techniques to be able to make use of published works and source material effectively in the research process and do they know the different theories in the research field;

9. Reveal insight into religious and ethical dimensions of human interactions of local, national and global communities. Awareness of religious and ethical responsibility towards all people in society

10. Reveal cultural and aesthetic sensitivity by appreciating other people's religious, ethical and cultural viewpoints, conduct and customs;

11. Teach technology or equivalent subject at higher education level, to demonstrate an ability to act informatively on theological matters in society at large, putting them in a position of being a leader in demand as public opinion shapers in the Christian Church, civil services, SABC, government bodies etc.;

12. Organize and direct theological training sessions on behalf of a church group.

ASSOCIATED ASSESSMENT CRITERIA

The learner can: / Does the learner:

1. Demonstrate critical and creative thinking about Biblical thinking about Biblical and ethical problems? Can the learner evaluate and where relevant, apply theoretical concepts and approaches to theological material and/or Biblical texts, and in concrete community situations;

2. Demonstrate the ability to reflect on and facilitate problem identification and problem solving in the field of theology and in the community;

3. Make sophisticated moral and religious decisions, based on an appropriate theoretical frame of reference? Can the learner reflect critically on their own moral and religious decisions;

4. Collect, analyze, organize and critically evaluate Biblical, theological and ethical information? Is the learner able to write a dissertation of at least 100 pages (MA Theology by dissertation), or a mini-dissertation of at least 50 pages (MA Theology by coursework) on a specific topic, which dissertation is technically and orthographically correct;

5. Demonstrate the ability to reflect on and communicate theological and ethical insights and knowledge logically and persuasively;

6. Identify and use relevant appropriate technology in the theological, Biblical and religious field? Can the learner use a computer skilllfully e.g. databases;

7. Demonstrate insight into religious and ethical dimensions of human interaction and the ability to communicate theological and ethical insights and knowledge to various congregational groups and other religions. Does the learner understand different points of view;

8. Comprehend appropriate research techniques? Can the learner make use of published works and source material effectively in the research process and do they know the different theories in the research field;

9. Reveal insight into religious and ethical dimensions of human interactions of local, national and global communities? Are they aware of religious and ethical responsibility towards all people in society;

10. Reveal cultural and aesthetic sensitivity by appreciating other people's religious, ethical and cultural viewpoints, conduct and customs;

11. Able to teach theology or an equivalent subject at higher education level? Do they demonstrate an ability to act informatively on theological matters in society at large such as the Christian Church, civil services, SABC, government bodies etc.;

12. Organize and direct theological training sessions.

Formative assessment practices that will be implemented:

a. Learners are continuously assessed via contributions in discussions.
b. Where coursework is followed, they are also involved in peer assessment, especially in the process of research skill training.
c. Learners are continuously assessed by their lecturers via critical research guidance, as they participate in seminars (as presenters and as attenders) and prepare and implement a number of appropriate practical and/or written assignments.
d. Self-assessment forms part of the activities of the learners.
e. (Assessment of the learner's teaching skills is undertaken in group situations e.g. participation in seminars, and presentation of prescribed material to classes at a lower NQF level.

Summative assessment practices that will be implemented:

Integrated assessment, focusing on the achievement of the exit-level outcomes, will be done by means of: For MA (Theology) by coursework, learners should:

a. Complete a mini dissertation of a minimum of 50 pages on a specific topic on one of the six component field of theology, which is technically and orthographically correct.

b. Complete and pass three written examinations.
For MA (Theology - Church Leadership) by coursework, learners should:

c. Complete a mini dissertation of a minimum of 50 pages on a specific topic in the field of practical Theology, which is technically and orthographically correct.

d. Complete and pass three written examinations.
For MA (Theology) by dissertation, learners should:

e. Complete a dissertation of a minimum of 100 pages in one of the six component fields of theology, which is technically and orthographically correct.

ARTICULATION OPTIONS

Access to qualifications on a lower level:

Articulation is possible with a qualification in Biblical Studies at NQF level 7 or an equivalent qualification, e.g. BA Honours (Religious Studies) or BA Honours (Theology) or BTh Honours.

Access to qualifications on the same level

Learners who are (or have) registered for this qualification may, with the permission of the Dean, switch over to MA (Biblical Studies) midstream, provided that the rules of access have been compiled with. Such learners will therefore be credited for prior learning.

Learners who are (or have been) registered for this (or related) qualification at another higher education institution will be allowed, with the permission of the Dean of Arts, to enter midstream, provided that the rules of the access have been compiled with. Such learners will therefore be credited for prior learning.

Access to qualifications on a higher level

Having obtained this qualification, the following possibilities for further study in higher education programme exist:
a D Litt et Phil(Biblical Studies) or DTh or DLitt et Phil (Theology) or DDiv or DD.

MODERATION OPTIONS

External examiners will be appointed for the dissertation of the research master's by the Dean of the Faculty concerned on recommendation by the academic department involved.

External examiners and the institutions they present

One external examiner per NQF level 8 module will be appointed, and more external examiner for both the mini-dissertation of the master's by course work and dissertation of the research master's. The external examiners for the NQF level 8 modules need not be the same as for the mini-dissertation. External examiners will be selected from other higher education institutions or from the ranks of professional people outside of academia.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria regarding formal qualifications that assessors should have:

An assessor should have at least an MA degree in an appropriate field of study and/or be regarded as an expert in the subject field.

Criteria regarding job or learning area experience

Assessors should be an expert in the subject matter of the learning area in which he/she is assessing.

Criteria regarding experience of or exposure to assessment

An assessor needs to have prior assessment experience and/or be trained assessment practises on higher education level:

a. As part of qualifying as an education and training practitioner, or
b. through a mentoring process, or
c. through on job training
d. through additional study of a unit standard or qualification on assessment

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.

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