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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Reread the Bible from a woman's liberationist perspective 
SAQA US ID UNIT STANDARD TITLE
116004  Reread the Bible from a woman's liberationist perspective 
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
  • Have a glimpse of the importance played by readers in the production of (biblical) texts.
  • Have an appreciation that there is no value free interpretation of the Bible.
  • Foreground women's experiences in the interpretation of the Bible.
  • Share in the restoration of the dignity of women and the role women can play in God's plan for the world and the Church.

    People credited with this unit standard are able to:
  • Give an overview of the history of the marginalisation of women in the Christian Church.
  • Do a historical-sociocritical study of prescribed texts from both the Old and New Testaments.
  • Analyse the marginal position and role of women in differing contexts/social locations.
  • Use this context to re-read the selected biblical texts in a liberative way for women. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit:
  • The unit standard: 'Interpret the Bible and other Christian sources in their contexts' 
    		•

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard:
  • Alternative terms for re-read include reinterpret, understand / do hermeneutics.
  • The word Bible entails selected texts from both the Old and the New Testaments
  • Learners are expected to be able to reread / reinterpret the Bible informed/shaped by the experiences of women/females in their different contexts.
  • At least ten texts from the Bible should be read from this perspective 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Give an overview of the history of the marginalisation of women in the Christian Church. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The patriarchal nature of Ancient Near Eastern societies is described. 
    ASSESSMENT CRITERION RANGE 
    Specific attention should be given to the ancient Israelite societies and the Graeco-Roman communities. Different spheres of the home, church and society are analysed to show how woman was treated as inferior
     

    ASSESSMENT CRITERION 2 
    The mysogynistic views of some of the Church Fathers are discussed. 
    ASSESSMENT CRITERION RANGE 
    Examples of the fathers to include: Augustine, Tertullian, Irenaeus
     

    ASSESSMENT CRITERION 3 
    A clear analysis of how the Bible was used by the fathers to support the alleged inferiority of women is given. 
    ASSESSMENT CRITERION RANGE 
    Specific examples from the Bible are to be given
     

    ASSESSMENT CRITERION 4 
    A clear indication of how these views continue up to this day to be used to support the marginalisation of women is given 
    ASSESSMENT CRITERION RANGE 
    Specific examples from the learners' contexts are given
     

    ASSESSMENT CRITERION 5 
    The above overview should provide sufficient background information to enable a better understanding towards the marginalisation of women today 

    SPECIFIC OUTCOME 2 
    Do a historical-sociocritical study of prescribed text from both the Old and New Testaments. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Prescribed biblical texts are analysed in their socio-historical settings. 
    ASSESSMENT CRITERION RANGE 
    The following items play a determining role in the analysis of the Sitz Im Leben of these texts: date, ethnicity, authorship, race, class, gender, audience etc.
     

    ASSESSMENT CRITERION 2 
    A portrayal of the patriarchal nature of the worlds which produced the Bible is given 
    ASSESSMENT CRITERION RANGE 
    The portrayal is to be informed by the presribed texts
     

    ASSESSMENT CRITERION 3 
    A description of how the texts functioned in those settings is given 

    ASSESSMENT CRITERION 4 
    An exegesis (woman friendly?) exegesis of the relevant texts is given 
    ASSESSMENT CRITERION RANGE 
    The aim of the exegetical section is to deviate from a traditional adrocentric exegesis of biblical texts to a woman-empowering analysis of texts. A balance is to be maintained between an exegesis of texts from both the Old and New Testament. Knowledge of the original languages is highly recommended
     

    ASSESSMENT CRITERION 5 
    The above historical critical study of the prescribed texts is done keeping the main purpose of the unit standard in mind: rereading biblical texts to empower women 

    SPECIFIC OUTCOME 3 
    Analyse the marginal position and role of women in differing contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different discussions of patriarchy by learners from different South African racial contexts are given. 
    ASSESSMENT CRITERION RANGE 
    An analysis of how patriarchy is experienced by women from four South African racial groups is given
     

    ASSESSMENT CRITERION 2 
    An illustration of the marginalised position of women in home, church and society is given 

    ASSESSMENT CRITERION 3 
    An affirmation of the dignity and role of woman as a human being created in the image of God for God's divine purposes is given 

    ASSESSMENT CRITERION 4 
    The need for the correction/transformation of the state of affairs in the preceding lines is foregrounded 

    SPECIFIC OUTCOME 4 
    Use the context analysed in the preceding outcome to re-read the selected biblical texts. 
    OUTCOME NOTES 
    Use the context analysed in the preceding outcome to re-read the selected biblical texts in a liberative way for women. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An elaboration is given on liberative readings to biblical texts 
    ASSESSMENT CRITERION RANGE 
    Emphasis is given of what women's liberationist readings/approaches are and why they are necessary
     

    ASSESSMENT CRITERION 2 
    Prescribed biblical texts are re-read by learners from different contexts from the perspective of women's experiences (cf the different definitions of patriarchy outlined above). 

    ASSESSMENT CRITERION 3 
    A clear difference between the new (rereadings) of the texts from the traditional androcentric ones should be notable 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA

    Moderation Option:

    The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams 

    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 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 statement. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  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 
    Elective  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 


    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.