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 UNIT STANDARD THAT HAS PASSED THE END DATE:

Critique and practise models of Christian leadership and management

SAQA US ID	UNIT STANDARD TITLE
115926	Critique and practise models of Christian leadership and management
ORIGINATOR
SGB Christian Theology and Ministry
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 07 - Human and Social Studies			Religious and Ethical Foundations of Society
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 6	Level TBA: Pre-2009 was L6	12
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

This Unit Standard will be useful to people who wish to understand the basics of Christian leadership and church management and apply them in a church context.
People credited with this Unit Standard are able to:

Describe key principles of Christian leadership

Evaluate models of Christian leadership in context

Evaluate own experiences of leadership

Outline, apply and assess basic management structures in a church

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

There are no learning assumptions as far as Theology and Ministry are concerned. The credit calculation is based on the assumption that:
Learners can

Learn from written study material,

Formulate their own viewpoints in writing,

Organise and process new information and viewpoints they encounter

With guided support, take responsibility for their own intellectual progress.

UNIT STANDARD RANGE

Specific range statements are provided in the body of the Unit Standard where they apply to particular specific outcomes or assessment criteria

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe key principles of Christian leadership.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Basic definitions of Christian leadership are provided within the context of different leadership styles and cultures.

ASSESSMENT CRITERION 2

Descriptions of basic principles of Christian leadership are consistent with established definitions.

ASSESSMENT CRITERION 3

Core values of Christian leadership are identified, described and critiqued

ASSESSMENT CRITERION 4

Fundamental skills of Christian leadership are outlined.

SPECIFIC OUTCOME 2

Evaluate models of Christian leadership in context.

OUTCOME RANGE

May include individual vs. team, every member ministry, formal and informal leadership, leadership in a voluntary association, relationship with legal requirements

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The evaluation identifies key characteristics, techniques and effects of various models of Christian leadership

ASSESSMENT CRITERION 2

Various leadership models are compared in terms of strengths, weaknesses and effectiveness.

ASSESSMENT CRITERION 3

The evaluation identifies and promotes characteristics of good role models

SPECIFIC OUTCOME 3

Evaluate own experiences of leadership.

OUTCOME RANGE

Experiences of leadership within own church/denomination and local church context. Experiences to include own actions as a leader as well as leadership of other leaders.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The evaluation identifies key characteristics, techniques and effects of Christian leadership as experienced in the local context

ASSESSMENT CRITERION 2

The local model of the learners' church is evaluated in terms of the impact on self, congregation and community, and in relation to alternative models and strategies

ASSESSMENT CRITERION 3

Personal experiences of leadership are described in terms of strengths, weaknesses and effectiveness

SPECIFIC OUTCOME 4

Outline, apply and assess basic management structures in a church.

OUTCOME RANGE

Key management skills such as planning, organisation, leading and controlling within a local church or Christian organisation, basic financial administration and accountability.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Church activities are planned in line with accepted management processes.

ASSESSMENT CRITERION 2

Activities are organised in line with the overall management plan of the church/organisation

ASSESSMENT CRITERION 3

Leadership is exercised to achieve the aim of the church/organisation

ASSESSMENT CRITERION 4

Material resources are controlled according to the budget and policies of the church/organisation.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this Unit Standard will need to meet the accreditation requirements of the appropriate ETQA.

Moderation Option:
The moderation requirements of the appropriate ETQA must be met in order to award credit to learners for this Unit Standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part,
the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the Unit Standard.

The importance of the development of Christian leaders for the church and society

Various definitions of Christian leadership (e.g. servant leadership)

Basic role models from the Bible, church / denomination and local church

Key management skills including planning, organisation, leading and controlling skills

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full development of oneself

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following general principles in mind when designing and conducting assessments against this Unit Standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

Definition of Terms:

Terms have been clarified as far as possible through the use of range statements.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	62609	National Diploma: Theology and Ministry	Level 6	NQF Level 06	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

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.

NONE