SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Engage in the caring and pastoral ministry of the church

SAQA US ID	UNIT STANDARD TITLE
115983	Engage in the caring and pastoral ministry of the church
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 5	Level TBA: Pre-2009 was L5	10
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2007-08-07	2010-08-07	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2011-08-07		2014-08-07

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 are engaged in the caring and pastoral ministry of the church on a basic level, or who wish to specialise in pastoral care and counselling, in which case this Unit Standard will be required before further Unit Standards in Pastoral Care and Counselling are attempted.

People credited with this Unit Standard are able to:

Demonstrate understanding of pastoral care as a ministry in the church.

Engage in pastoral care in relation to illness and bereavement.

Describe and apply the principles of forgiveness to the task of healing.

Demonstrate understanding of the theology and practice of healing ministries in historical and current contexts.

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 value 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

It is expected that in most cases, this Unit Standard will be undertaken under supervision.

Supervision in theological education involves an experienced person, enabling another person who is preparing to serve in a ministry or pastoral capacity, to learn the values and skills of the profession through theological reflection, observation, practise under the authority and training of the experienced person. The learner thereby integrates intellect, faith, and skills in such a way as to grow competently in the exercise of ministry and in this case, specifically pastoral care. Supervision does not necessarily mean that the assessor needs to observe the learner in action. Supervision can take place through audiotapes, the report of a supervisor, a verbatim written by the learner, a report written by the learner, a report given by an observer of the action, e.g. a member of the congregation.

Listening here refers to the intentional listening skills of the pastoral counsellor as well as the skill of responding appropriately to the client that the conversation becomes one of understanding one's own situation, and may be guided through the conversation, to a resolution of issues or a place of wholeness and inner healing.

Pastoral care refers to the care given in the context of the church, including care for the personal, emotional, physical person from the departure point of spiritual wholeness.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrate understanding of the ministry of pastoral care in the church.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The principles of Christian pastoral care are described with reference to their Biblical and historical background.

ASSESSMENT CRITERION 2

Descriptions are provided of the approach to pastoral care in a variety of common pastoral situations.

ASSESSMENT CRITERION 3

Comprehensive descriptions are provided of the scope and importance of pastoral care.

ASSESSMENT CRITERION RANGE

Including, but not limited to healing, counselling, guiding, sustaining.

SPECIFIC OUTCOME 2

Engage in pastoral care in relation to illness and bereavement.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Basic listening and responding skills are used in line with counselling principles.

ASSESSMENT CRITERION 2

Pastoral care is provided in a manner that demonstrates understanding of the emotional and spiritual effects of illness.

ASSESSMENT CRITERION 3

Description provided of the effects, nature and stages of grief are consistent with accepted understandings of grief.

ASSESSMENT CRITERION 4

Care is provided sensitively and helpfully.

SPECIFIC OUTCOME 3

Describe and apply the principles of forgiveness and reconciliation to the task of healing.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Descriptions of forgiveness and reconciliation are consistent with applicable Christian principles.

ASSESSMENT CRITERION RANGE

Interpersonal, intrapersonal and divine forgiveness.

ASSESSMENT CRITERION 2

Counselling provided is consistent with principles of forgiveness.

ASSESSMENT CRITERION RANGE

Including case studies, verbatim, observation of counselling.

ASSESSMENT CRITERION 3

Descriptions are provided showing the way in which forgiveness and reconciliation contribute towards healing.

ASSESSMENT CRITERION 4

Applications of the principles of forgiveness and reconciliation contribute towards the healing process.

SPECIFIC OUTCOME 4

Demonstrate understanding of the theology and practice of healing ministries.

OUTCOME NOTES

Demonstrate understanding of the theology and practice of healing ministries in historical and current contexts.

OUTCOME RANGE

This includes but is not limited to the Bible, historical practices as well as current Christian and cultural practices.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The description and analysis of the learners own faith community's understanding of healing theology and ministry is consistent with the theology and practice of the community.

ASSESSMENT CRITERION 2

Healing practices are compared and evaluated in terms of their key elements. The evaluation outlines key differences in approach, strengths, weaknesses and appropriateness for context.

ASSESSMENT CRITERION RANGE

A Biblical, and at least two other understandings are compared with the learner's context.

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.

Basic principles of pastoral care to the sick.

Basic principles of pastoral care to the bereaved.

Healing practices in different churches and cultures.

Principles of forgiveness.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: One of the important outcomes of pastoral care is to listen to the client's story, and through listening and responding, to assist in finding solutions and new ways of looking at issues and situations.

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: Pastoral care is by definition never an isolated action. It always involves working with another in dealing with their issues in life.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively. The task of pastoral care involves self-management though time keeping, respecting the client, confidentiality, etc.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information. This is done through hearing the issues of the client, and accompanying them to a place of well-being.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills: The role of pastoral care is critically one of using language skills, as well as assessing non-verbal communication by the client.

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system: Pastoral care is always done within the system of the client - taking into account their home, work, etc. environments.

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full development of oneself: Facilitating pastoral care opens an individual to reflecting upon their own life and well-being.

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.

UNIT STANDARD NOTES

N/A

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	48917	National Diploma: Theology and Ministry	Level 5	NQF Level 05	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.

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