[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
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: 

Master of Philosophy in Interreligious Relations 
SAQA QUAL ID QUALIFICATION TITLE
122319  Master of Philosophy in Interreligious Relations 
ORIGINATOR
University of Pretoria 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  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  Not Applicable  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0724/24  2024-06-04  2027-06-04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-04   2031-06-04  

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 Master of Philosophy in Interreligious Relations is to equip professionals who act as change agents in society, with the necessary applied competence to create and establish peaceful relations between religions. The qualification is designed to expose learners to key ethical principles in interreligious dialogue. The qualification will create an awareness towards other religions and stimulate inter-religious debate and social cohesion. Learners will scrutinize the existing models for interreligious engagement.

Upon successful completion of the qualification, qualifying learners will be able to:
  • Act in leadership positions within the community, portraying the values of inclusivity, cohesion, and equality.
  • Critically reflect on complex issues within the community and solve problems that occur creatively.
  • Conduct independent research on a topic related to the field of study.
  • Engage with and critique current religious practices in a faith community and/ or the community at large while remaining unbiased towards religions.
  • Identify, conceptualise, design, and implement a strategy that stimulates tolerance and social cohesion between religions in a multi-religious environment by utilising knowledge of the literature on scriptural reasoning.
  • Critically compare the history, origin, nature, and content of the sacred texts of Judaism, Christianity and Islam while still exhibiting sensitivity to the sacredness and authority of sacred texts.
  • Apply ethical principles such as inclusivity, cohesion and equality to design and implement a problem-solving activity that will enhance an environment conducive to inter-religious dialogue in a multi-religious environment.
  • Identify and assess a problem in the religious community and select an appropriate model of engagement in existing academic discourse that is the product of research to apply in similar scenarios of multi-religious engagement.

    Rationale:
    Inevitably, people from different religious affiliations work together in a multi-religious environment. Harmony in society is one of the priorities according to the United Nation's Sustainable Development Goals (SDGs). The worldwide debates are currently, on how individuals from different religions should interact. There is no longer space for only one religion to be the measure for all religions as to what is considered truth in a post-colonial context. Interreligious relations are determined by how religion is defined. If religion is expressed in beliefs and practices, the sacred texts and materiality of religion must be engaged to understand religion.

    Scriptural Reasoning is a technical term used for the engagement of representatives from different religions based on sacred texts. These representatives are engaging with each other on topics as explained in scriptures from various religions to stimulate dialogue and promote social cohesion and religious tolerance in society. From a Southern African perspective, Scriptural Reasoning is presented from the view of Christianity, Judaism, Islam, and Traditional African Religions, each with their holy literature in mind (i.e. The Bible, The Thenakh, The Qur'an and others). Traditional African Religions (TAR) are oral religions without any holy scripture. This does not mean that there are no beliefs and doctrines in TAR, but that these elements are present in myths, rituals, and concepts. The material elements in religions are just as important as beliefs expressed in texts.

    The qualification requires theoretical engagement and intellectual independence demonstrating the ability to relate knowledge to practical contexts. It is achieved through presenting several modules on relevant knowledge culminating in a module on Scriptural Reasoning before learners engage with the research component of the qualification. A mini-dissertation on a topic related to the field of study will conclude the qualification.

    The qualification is part of the expansion plan of the faculty of Theology and Religion to establish fields related to religions other than Christianity. The online qualification is designed to attract international learners and learners from the Southern African Development Community (SADC) countries who otherwise would have encountered problems with travel and accommodation, but also provide an opportunity for South African learners who cannot enrol due to full-time work responsibilities or other obligations. The South African multi-religious context provides unique opportunities to study inter-religious interaction. 
    		•

    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 applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL for credit:
  • Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
  • Credit shall be appropriate to the context in which it is awarded and accepted.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • Bachelor of Arts Honours in Theology, NQF Level 8.
    Or
  • Bachelor of Theology, NQF Level 8.
    Or
  • Bachelor of Theology Honours, NQF Level 8.
    Or
  • Postgraduate Diploma in Theology, NQF Level 8.
    Or
  • Postgraduate Diploma in Theology in Chaplaincy Studies, NQF Level 8.
    Or
  • Postgraduate Diploma in Theology in Christian Ministry, NQF Level 8.
    Or
  • Postgraduate Diploma: Christian Theology, NQF Level 8. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory modules at NQF Level 9 totalling 180 Credits.

    Compulsory Modules, Level 9, 180 Credits:
  • Christianity and Islam, 15 Credits.
  • Judaism and Traditional African religions, 15 Credits.
  • Exclusivism and Inclusivism, 15 Credits.
  • Pluralism and the Acceptance models, 15 Credits.
  • Material religion, 15 Credits.
  • Research Methodology, 15 Credits.
  • Dissertation, 60 Credits.
  • Ethics and Dialogue, 15 Credits.
  • Scriptural reasoning, 15 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1 Demonstrate specialist knowledge of the main tenets of beliefs of Islam, Christianity, Judaism and Traditional African Religions, and engage with and critique current religious practices in a faith community and/or in the community at large while remaining unbiased towards religions.
    2 Demonstrate the ability to identify, conceptualise, design, and implement a strategy that stimulates tolerance and social cohesion between religions in a multi-religious environment by utilising knowledge of the literature on scriptural reasoning.
    3 Critically compare the history, origin, nature, and content of the sacred texts of Judaism, Christianity and Islam while still exhibiting sensitivity to the sacredness and authority of sacred texts.
    4 Demonstrate the use of ethical principles such as inclusivity, cohesion and equality to design and implement a problem-solving activity that will enhance an environment conducive to inter-religious dialogue in a multi-religious environment.
    5 Identify and assess a problem in the religious community and select an appropriate model of engagement in existing academic discourse which is the product of research to apply in similar scenarios of multi-religious engagement.
    6 Demonstrate the ability to select and apply the most appropriate model to the diversity of religion in the community to enhance social cohesion after evaluating the ethical implications thereof on society.
    7 Demonstrate the ability to design, select and apply appropriate and creative methods, techniques, and processes to address a research question based on a challenge experienced in a religious community to enhance inter-religious relations in the community. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Compile a draft proposal to mediate the differences in beliefs regarding divinity, sin (theological anthropology) and salvation in Christianity, Islam Judaism and TAR.
  • Compare the role of myths in Judaism and TAR.
  • Discuss the role that the following rites of passage play in TAR and in Judaism (birth, name-giving, initiation, marriage, and death)

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Identify skills that will contribute to social cohesion in a multi-religious community.
  • Outline the history, nature, and structure of the main sacred literature in Judaism.
  • Design a strategy to mitigate the influence of the absence of literature in TAR on common understanding and social cohesion in society.
  • Explore the origin and nature of Scriptural Reasoning and be able to apply the principles in a dialogue context.
  • Identify the limitations of Scriptural Reasoning by discussing the true purpose of scriptural reasoning considering the different approaches by the Cambridge and Amsterdam schools.
  • Predict the outcome of a scriptural reasoning debate among religions about clothes.
  • Predict the outcome of a scriptural reasoning debate among religions about food.
  • Analyse the role dreams play in different religious communities from the perspective of scriptural reasoning.
  • Predict the outcome of a scriptural reasoning debate among religions about God.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Summarise and communicate the history of the development of sacred literature of Christianity and Islam.
  • Debate the influence of the differences in nature and structure of the sacred literature of Christianity and Islam on social coherence and tolerance in society.
  • Assess the role that sacred literature plays in the ethical social conduct of Muslim and Christian communities.
  • Debate the problem of authorship of the Quran and Bible and the position of sacred literature in the broader belief system of these religions.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Implement a strategy to mitigate opportunities for creating relationships in a society to create social cohesion.
  • Design a digital presentation to promote social cohesion addressing the differences in beliefs regarding divine judgment and extended community of faith according to Judaism and TAR.
  • Appraise the status quo of social cohesion in the religious context of the immediate community in terms of inclusivity, diversity, and equality.
  • Assess the status quo of social cohesion in the religious context of the immediate community in terms of tolerance and freedom of speech.
  • Critically evaluate ethical principles necessary for dialogue.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Discuss the implications the pluralism and the acceptance model has on inter-religious relations.
  • Create a plan of action based on one of the models to promote inter-religious debate in the community.
  • Evaluate the viability of scriptural reasoning as a method for inter-religious engagement.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Evaluate the theological arguments in support of exclusivism.
  • Develop counterarguments to the theological arguments of inclusivism.
  • Develop a plan of action based on one of the models (exclusivism or inclusivism) to promote inter-religious debate in the community.
  • Critically evaluate the validity of the arguments of the pluralist and the acceptance models.
  • Discuss the relation between ethics and dialogue in inter-religious relations.
  • Analyse the historical development of the role of dialogue in religious engagement.
  • Discuss the function of dialogue in inter-religious relations.
  • Discuss the anticipated outcome of religious dialogue.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Discuss the challenges encountered when studying religion.
  • Identify a field in which learners want to focus the research.
  • Formulate the gap in the research learners intend to fill.
  • Discuss the theoretical framework (approach and methodology) within which learners will place the research.
  • Develop a theory for interpreting data (lens).
  • Compile a preliminary thesis based on the interpretation of the data gathered and generate arguments supporting the thesis.
  • Write a Research proposal.

    INTEGRATED ASSESSMENT
    The institution regards assessment as an important tool to effect improvement of a qualification: Scholarly teaching works from the assumption that assessment is not an end-judgment of learning performance but also a vital instrument in improving teaching and learning through structured and regular feedback from and to learners. Assessment therefore influences teaching and learner learning and is crucial to building responsiveness in the ways teaching is conducted and learning supported at the institution. Ongoing monitoring of the qualification and the response of the learners to learning activities will be prioritized. After each module is completed, module evaluations are done. Both formative and summative assessments will be used as part of the continuous assessment model implemented in this online qualification.

    Formative assessment:
    Formative assessment means a range of formal, non-formal, and informal ongoing assessment procedures used to focus teaching and learning activities to improve learner attainment (SAQA, 2014:5). A continuous assessment model will be followed that ensures that learners submit several weekly learning activities which allow for early detection of at-risk learners. All formative assessments will be viewed as formal assessments which means 'assessment for which assessment processes, tools and results are recorded towards the achievement of a qualification (SAQA, 2014:5).' Thus, all assessment opportunities, whether formative or summative, will contribute to the learner's final grade.

    Continuous assessment will be implemented to allow for multiple assessment opportunities, frequent feedback, and a range of assessment tasks such as:
  • Discussion forums,
  • Quizzes.
  • Journal entries.
  • Tests.
  • Assignments.
  • Project reports
  • Portfolio of evidence.

    Individual and group tasks which may be self-assessed, peer-assessed, facilitator-assessed or assessed through automation, will be used throughout the qualification to develop a number of 21st-century skills among learners and to provide learners with different forms of feedback. All assessment tasks contribute to the final continuous assessment mark either as module participation or as an individual/group mark. Participatory work will be given a lower weighting while assignment work and tests will be given a higher weighting. No individual assessment opportunity will contribute more than 30% of the final mark. The final module mark will be a culmination of a minimum of seven assessment opportunities per module, for example. five formative and two summative. Both formative and summative assessment information is used to reflect learners' progress and mastery, and online facilitators monitor assessment information to track learners' engagement, participation, and performance, and more importantly to identify at-risk learners during the qualification.

    Summative assessment:
    Summative assessment means an assessment conducted at the end of sections of learning or the end of a qualification to evaluate learning achievements related to a particular qualification, part-qualification, or professional designation (SAQA, 2014:8). The purpose of summative assessments is to address the integration of multiple learning outcomes to ensure the holistic and cumulative assessment of learners' competencies. All summative assessments are compulsory. To ensure transparency of assessment practices, learners will have access to rubrics from the start of a module, which contain the assessment criteria and expectations required for assignments.

    All learning outcomes (LO) must be addressed in one form or another through the assessment opportunities. Outcomes will be assessed in terms of knowledge, skills and attitudes acquired. The weighting of each assessment task is to be communicated in the study guide and via clickUP at the commencement of the module. Learners must receive the assessment criteria and predetermined weightings for each of the activities, tests, or assignments upfront. Examples of assessment tools (measuring criteria) used to reliably determine the extent to which learners have obtained the desired learning outcomes include memoranda, analytical rubrics, checklists, holistic rubrics, and observation protocols.

    The following guidelines are provided for calculating the final mark of each module:
  • No individual assessment opportunity may contribute more than 30% of the final mark.
  • There are no exit examinations, nor a system which requires a pre-exam or predicate mark for entry into a final assessment.
  • Final assessment results will be the culmination of all the formative and summative assessment opportunities conducted by learners within the module.
  • Learners must obtain an accumulated total of 50%, or more, and must have completed all summative assessments, to pass a module.
  • A distinction mark for the module is awarded for accumulated totals of 75%, or above. 
    		•

    INTERNATIONAL COMPARABILITY 
    Country: United Kingdom
    Institution: University of Oxford
    Qualification Title: Master of Studies in Theology
    Duration: 9 Months
    Entry requirements:
    Applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:
  • A first-class or strong upper second-class (67% or above) undergraduate degree with honours in theology, religious studies, or another closely related field.

    Purpose:
    The qualification offers an intensive period of advanced study in a chosen field, with rigorous training in relevant research methods. Learners will be able to analyse and evaluate both primary and secondary literature, how to select the most significant materials, and combine them to form a structured argument. Learners will also develop the habits of critical questioning, clear exposition, and objective evaluation.

    Graduates can enter a variety of careers all around the world. Many of those who qualify proceed to further, usually doctoral study. Others progress to professional employment as, for example, lawyers, school teachers, civil servants, or parliamentary research assistants, or go on to work with non-governmental organisations or in the media and journalism. Learners will be part of an active and vibrant community of graduate learners within the Faculty of Theology and Religion.

    Assessment:
    The qualification is awarded based on two short essays, a written examination, and a dissertation in Trinity term. These assessments may require a demonstration of linguistic competence according to the field of study. There may be an oral examination (viva voce) on the dissertation topic and wider knowledge of the field of study.

    Qualification structure:
    The qualification consists of the following compulsory modules.

    Compulsory Modules:
  • Old Testament.
  • New Testament.
  • Ecclesiastical History (AD 200-600, AD 400-110, AD 1000-1500, AD 1400-1800, or AD 1800 to present).
  • Christian Ethics compares to Ethics and Dialogue
  • Biblical Interpretation.
  • Science and Religion compares to Scriptural reasoning and Material religion.
  • Christian Doctrine, specializing in one of the following sections:
  • History of Doctrine: Patristic Theology (c. AD 100-787).
    Or
  • Modern Theology (post-1789).

    Similarities:
  • The University of Oxford (UO) and the South African (SA) qualifications require learners who completed the Honours degree in theology or religious studies, or related fields.
  • Both qualifications offer learners the opportunity to gain specialist knowledge of distinct topics within the field of study and include an element of scholarly research and writing which constitute part of the training for a future research degree.
  • Both qualifications consist of compulsory modules.
  • Both qualifications use the assessment methods.
  • The UO and SA qualifications articulate to doctoral study in the related field.

    Difference:
  • The UO qualification is offered over 9 months of full-time study whereas the SA qualification is offered over 12 months of full-time study.

    Country: Canada
    Institution: Newman Theological College
    Qualification Title: Master of Theological Studies/Master of Theology
    Duration: 2 years

    Entry Requirements:
    Applicants must have completed:
  • A M.Div. degree from an institution accredited by the Association of Theological Schools in the United States and Canada (ATS).
    Or
  • A probationary year of four master's level courses with a minimum average of 3.30 (B+) for those candidates whose M.Div. or equivalent is not recognized by the ATS.

    Purpose:
    The qualification is a research-oriented, advanced graduate degree in theology. It is intended to give learners a specialized or professional competence in theology and the religious sciences. The qualification will introduce learners to the main areas of theological study as well as provide the opportunity for some in-depth study in one area. The qualification is not intended for professional preparation for lay or ordained ministry.
    Many of our graduates from the qualification go on to doctorate-level studies in Canada, the United States and Europe. Other M.Th. graduates have found employment in retreat work, adult faith formation, as diocesan directors, or in theological education.

    Learning Outcomes:
    On completion of the qualification, learners will be able to:
  • Develop an integral understanding of the Christian Triune God as revealed in Jesus Christ and witnessed in the Church, by means of theological and biblical study.
  • Examine the Christian Tradition and its historical development so that learners will be equipped to address various cultural realities.
  • Gain specialized knowledge in one of the following four areas: Foundational Theology, Sacred Scripture, Systematic Theology, and Moral/Spiritual Theology.
  • Apply advanced methods of theological and/or scriptural research.
  • Complete a thesis which demonstrates a capacity for future doctoral work.
  • Use primary sources in the original languages relevant to the area of research.
  • Explain and defend the research results.

    Qualification structure:
    The qualification consists of the following compulsory and elective modules:

    Compulsory Modules:
  • Research and Methodology in Theology/ Biblical Studies compared to Research Methodology.
  • Thesis compared to Dissertation.
    Foundational Theology (Select two modules):
  • Early Church History
  • Christianity and World Religions
  • Medieval Church History

    Sacred Scriptures
  • Introduction to Sacred Scriptures and their Interpretation*
    And
    Select one of the following modules:
  • Matthew and Mark.
  • Luke-Acts.
  • Pauline Literature.
  • Johannine Literature.
  • The Synoptic Gospels.
  • The Pentateuch and Historical Books.

    Systematic Theology
  • Introduction to Theology.
  • Christology.

    Moral and Spiritual Theology
  • Introduction to Moral Theology compared to Ethics and Dialogue.
  • Introduction to Spiritual Theology.

    Elective Modules:
    The following courses are suitable electives in the Moral and Spiritual Theology area of specialization:
  • The Social Teaching of the Catholic Church
  • Classic Christian Spiritualities compared to Christianity and Islam
  • The Concept of Christian Faith
  • Spiritual Direction
  • Bioethics: Moral Issues from the Life Sciences is compared to Ethics and Dialogue
  • Married Love and Sexuality in the Christian Tradition
  • Contemporary Spiritualities compared to Christianity and Islam
  • Contemporary Christian Ethics is compared to Ethics and Dialogue

    Similarities:
  • The Newman Theological College (NTC) and the South African qualifications are designed to assist learners in developing an understanding of reach in theology for advanced graduate studies.
  • Both qualifications share similar learning outcomes.
  • Both qualifications culminate in a research Dissertation/Thesis
  • Both qualifications articulate to the Doctoral studies in the relevant field.

    Differences:
  • The NTC qualification takes two years of full-time study whereas the SA qualification takes one year of full-time study.
  • The NTC qualification requires learners who completed the Master's degree in the relevant field whereas the SA qualification requires learners who completed the Honours degree in the related field.
  • The NTC qualification consists of compulsory and elective modules whereas the SA qualification consists of compulsory and elective.

    Country: United States of America
    Institution: Hartford International University for Religion and Peace
    Qualification Title: Master of Arts in Interreligious Studies
    Credits: 36-credits
    Duration: 2 years Full time
    Bachelor's Degree will be considered for admission.

    Purpose:
    The qualification is an interdisciplinary study of contemporary religious communities in a multifaith classroom. Learners will develop and apply specialist knowledge of the foundational concepts of Abrahamic religions and the role of faith in local, social, and political contexts, as well as advanced-level research experience to articulate this understanding.

    The qualification will prepare learners to examine contemporary issues through critical yet appreciative engagement with the texts and theological/philosophical perspectives of multiple religious traditions. Graduates of this qualification can pursue doctorates in religious studies with a focus on interreligious issues.

    Learning Outcomes:
    On completion of the qualification, qualifying learners will be able to:
  • Articulate the own worldview or religious belief system while empathically and respectfully engaging people whose worldviews, religious practices, and religious beliefs differ from their own.
  • Demonstrate fluency in the foundational concepts, insights and methods of Interreligious Studies and the application of those methods within contemporary multifaith settings.
  • Explain and use important theoretical approaches to religious studies.
  • Provide clear and empathic restatements of the beliefs and perspectives of several religious traditions comparable to. Ethics and Dialogue
  • Illustrate how religions help people promote peace or harm, both within and between communities.
  • Identify the scriptures and sacred texts of Judaism, Christianity, and Islam, including their major divisions and parts comparable to Christianity and Islam and Judaism and Traditional African religions.
  • Explain and differentiate between various methods of historical and contemporary scriptural interpretation by adherents, paying attention to both the differences within and differences between religions comparable to Exclusivism and Inclusivism.
  • Identify and explain the major tenets and religious worldviews of Judaism, Christianity, and Islam comparable to Christianity and Islam and Judaism and Traditional African religions.
  • Describe the major branches of Judaism, Christianity, and Islam and the theological and/or legal differences between them comparable to Christianity and Islam and Judaism and Traditional African religions and Exclusivism and Inclusivism.
  • Demonstrate knowledge of the current state of religious pluralism in the United States comparable to Pluralism and the Acceptance models.
  • List and describe the major religious communities in the United States, noting the specific contributions of each major religious community to a religiously plural America comparable to Pluralism and the Acceptance models.
  • Explain how religious identity in the US plays a part in intersectional identities that may also include dimensions such as race, ethnicity, gender, and sexual identity.
  • Write sustained, coherent arguments or explanations in clear academic English, with well-formed sentences and paragraphs.
  • Create or deliver clear, engaging, and succinct presentations that may utilize visual, written, and spoken elements.
  • Use responsible research methods in selecting and interpreting sources comparable to Research Methodology.
  • Develop an extended line of inquiry or argument, in relation to a defined topic, at the high level expected of a Masters' thesis or project comparable to Dissertation.
  • Utilize a full range of university library resources for the purposes of research and properly cite these sources.

    Qualification Structure:
    The qualification consists of the compulsory coursework, electives in a specialization, and a capstone project or thesis.

    Compulsory Modules:
  • Introduction to Interreligious Studies
  • American Religious Realities: Sociological and Anthropological Approaches
  • The Faiths as Formal Realities
  • Race, Religion and Politics
  • Capstone project or thesis comparable to Dissertation.
    Electives (Choose one of three specializations):
  • Interreligious Studies
  • Islamic Studies comparable to Christianity and Islam.
  • Ministerial Studies (Select this specialization if interested in the Cooperative Master of Divinity pathway).

    Interreligious Studies Specialization Modules:
    Learners select 8 elective modules in consultation with their advisor.
    Islamic Studies Specialization:
  • Foundational Fields.
  • Beliefs and Practices.
  • Religious Pluralism is comparable to Pluralism and the Acceptance models.

    One Elective in any of the areas above, or a course in the Arabic language.
    Ministerial Studies Specialization Modules:
  • Scripture.
  • Arts of Ministry.
  • Foundations of the Christian Faith.
  • Beliefs and Practices.

    Cooperative Master of Divinity:
    Learners who choose the Ministerial Studies specialization may join our Cooperative Master of Divinity qualification.

    Similarities:
  • The Hartford International University for Religion and Peace (HIURP) and the South African (SA) qualifications share similar purposes and learning outcomes.
  • Both qualifications culminate into the thesis/dissertation.
  • Both qualifications articulate into the Doctoral degree in the related field.

    Differences:
  • The HIURP qualification consists of 36 credits whereas the SA qualification has 180 credits.
  • The HIURP qualification requires learners who completed a Bachelor's degree, and the SA qualification requires learners who completed an Honours degree in the appropriate field.
  • The HIURP qualification consists of the compulsory and elective modules while the SA qualification consists of the compulsory and no electives.

    Country: Scotland
    Institution: University of Edinburgh
    Qualification Title: Master of Theology (MTh)
    Credits: 180
    Duration: 1-year full time
    Entry requirements:
  • A UK 2:1 Honours degree, a minimum US 3.25 GPA, or its international equivalent, in theology/religious studies or a relevant field within humanities and social sciences.
    Purpose:
    The qualification is intended for learners who wish to develop expertise in biblical studies, including those who want to prepare for a PhD. Its emphasis is on adding depth and breadth to expertise in biblical languages. The qualification is designed to provide a strong foundation for postgraduate research in the field or for employment in a range of areas requiring critical analysis and empathetic understanding. Finely-honed language skills are central to the qualification's engagement with the Bible, the world that produced it, and its later readers. The qualification provides an expert in-depth study of the Hebrew Bible and New Testament, the wider ancient Near East and Mediterranean World, and related extra-biblical literature including the Dead Sea Scrolls. Learners will benefit from weekly research seminars in biblical studies, and from our Centre for the Study of Christian Origins.

    Compulsory Modules:
  • Biblical Language (Greek or Hebrew/Aramaic)
    Elective Modules:
  • Hebrew Bible in Historical-Critical Perspective
  • Hebrew Scripture Theology
  • The New Testament in its Graeco-Roman Context
  • Science and Scripture compared to Scriptural reasoning.

    Similarities:
  • The University of Edinburgh (UE) and the South African (SA) qualifications are offered over one year of full-time study.
  • The UE and the SA qualifications have 180 credits.
  • Both qualifications require learners who completed the Honours degree in the related field.
  • Both qualifications are designed to provide a strong foundation for postgraduate research in the field.
  • Both qualifications articulate to Doctoral studies.

    Difference:
    The UE qualification consists of compulsory and elective modules whereas the SA qualification consists of compulsory modules and no electives. 
    		•

    ARTICULATION OPTIONS 
    This qualification allows possibilities for both horizontal and vertical articulation.

    Horizontal Articulation:
  • Master of Arts in Theology, NQF level 9.
  • Master of Theology, NQF level 9.
  • Master of Philosophy in Theology, NQF level 9.
  • Master of Theology in Christian Ministry, NQF level 9.
  • Master of Theology in Christianity, NQF level 9.
  • Master of Philosophy in Religious Education and Pastoral, NQF level 9.

    Vertical Articulation:
  • Doctor of Theology, NQF level 10.
  • Doctor of Philosophy in Theology, NQF level 10.

    Diagonal Articulation:
  • No diagonal articulation. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    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. University of Pretoria 


    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.