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

Master of Theology (MTh) 
SAQA QUAL ID QUALIFICATION TITLE
49135  Master of Theology (MTh) 
ORIGINATOR
SGB Christian Theology and Ministry 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  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-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
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 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 MTh graduates with the necessary advanced knowledge, research skills and applied competence within a specialised discipline or field of study in theology, to do advanced independent research and to act as leaders, educators, and facilitators in their communities and in society at large.

A second purpose of the Qualification is to provide faith communities and the South African society at large with graduates who have the critical knowledge, skills and competence required to make a positive but critical contribution to theological, ethical and global-political debates; and who are able to design, write and offer courses to foster an awareness of the crucial importance of religion in contemporary society.

The purpose of this Qualification is to enable MTh graduates to undertake a major research thesis in one of two forms. Firstly, the MTh may be completed by means of a research thesis of approximately 50,000 words, demonstrating mastery of a specific field of study and an ability to do independent research. The MTh by thesis only may be particularly appropriate to students who have already completed an MDiv or MDipTh. Secondly, the MTh may be completed by means of a research thesis of at least between 25,000 and 30,000 words, and a coursework component, which may contribute no more than 50% towards the assessment of the degree. The MTh by thesis and coursework may be particularly appropriate to students who require additional components of specialisation in the particular field of theological studies in which they will complete their research thesis.

Learners who achieve this Qualification can, with an advanced level of independence, competence and self-motivation
  • Analyse and interpret primary and secondary Christian sources relevant to the field of study exegetically and theologically at an advanced level
  • Integrate, order, appropriate and communicate such sources effectively in the context of research in the relevant field
  • Analyse, understand and position oneself and one's community within the scope of the history of Christianity and of the world in a manner appropriate to a particular field of study in theology and ministry
  • Critically evaluate and apply Christian theology and ethics in a manner appropriate to a particular field of study
  • Choose and apply methodology appropriate to a particular field of research
  • Participate confidently in discussion and research into issues and problems relevant to a particular field of study and report their findings clearly in written and oral form


    Rationale:

    The MTh builds on the outcomes of the Honours BTh, and builds an advanced analytical and critical theological competency in a particular field, particularly through the development of a capacity to engage in and report on independent research. The majority of the candidates for this Qualification may be working in educational institutions, particularly universities and theological seminaries, as well as churches, other Christian ministry ventures, community organisations and society. Others may be progressing from the Honours BTh Qualification. The MTh will equip candidates with advanced exegetical, theological and/or ministerial skills and a research capacity, which will enable them, among other things, to contribute to the analysis and resolution of issues in church and society. Outstanding students may, upon completion of the MTh, proceed to further research, particularly towards the completion of a PhD in a particular field. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners who are allowed to register for this Qualification can:
  • Engage in critical and creative theological thinking, based on the ability to integrate insights from various theological disciplines;
  • Think contextually and address real life problems from a theological point of view;
  • Use theological and related sources skilfully to explore faith and life questions and to address problems encountered in church communities and the society at large
  • Use library resources (including the Internet) to do research on theological topics;
  • Write a fully-fledged research paper (with references and a bibliography) on a theological topic.


    Recognition of prior learning:

    This Qualification can be achieved in part through recognition of prior learning, only in the case of the structured MTh, in terms of the criteria laid out. Note that no recognition of prior learning can be granted in the case of the MTh by thesis alone.

    Evidence can be presented in a variety of forms, including previous local or international Qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

    All such evidence should be judged according to the general principles of assessment described in the note to assessors. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    MTh students are becoming experts in a specialised field of study. While being rooted in their own culture, faith and religious community, they are encouraged to engage confidently with people who are different from themselves. In this way they are helped to assimilate the foundational, practical and reflexive competences required to meet the exit level outcomes of this Qualification and to become life-long theological learners, teachers, facilitators, pastors and good citizens.

    Specific Outcomes

    1. Engage in analytical, critical, independent and creative theological thinking and write a dissertation which reflects their ability to do research independently.
    2. Communicate effectively within a specific discipline or field of study and summarise the results of existing research.
    3. Reveal sensitivity and openness to the personal, social, cultural and religious identities of others.
    4. Design and undertake a research project to develop contextual theological responses to real life situations as appropriate to a particular field of study.
    5. Play an ethical and constructive role in a faith community and/ or in the community at large.
    6. Use theological sources and related sources from other disciplines skilfully in their research, to explore faith, spiritual and ethical questions and to address problems encountered in communities.
    7. Communicate theological insights regarding their field of specialisation effectively in a faith community and to a scholarly audience.
    8. Relate their research to developments in the worldwide Christian movement and in relation to global political, economic, religious and social forces.


    Critical Cross-field Outcomes

    The seven critical cross-field outcomes and five developmental outcomes indicated below are embedded and integrated in the specific outcomes of the Qualification as set out above. These outcomes are achieved either through course work and a dissertation of limited scope (25,000 to 30,000 words in the "structured" MTh degree) or through a dissertation only (approximately 50,000 in other MTh degrees). In any case, at least 50 % of the weighting and assessment of the degree must consist of the research thesis component.

    1. MTh graduates can identify, analyse, formulate, and solve convergent and divergent problems of living, of individual, societal and congregational kinds, creatively and innovatively.
    2. MTh graduates can work effectively with others as members of teams, organisations and communities in designing their research projects and in giving practical effect to their research findings.
    3. MTh graduates (most of whom do their research on a part-time basis) can organise and prioritise their commitments of work, home and research responsibly and effectively so as to succeed in completing the project within the prescribed number of years.
    4. MTh graduates can collect, analyse, organize and critically evaluate information.
    5. MTh graduates can communicate effectively using visual and/or language skills in the mode of oral and/or written presentation, in sustained discourse.
    6. MTh graduates can use science and technology effectively and critically, showing responsibility towards the environment and health and well-being of others, in community, national and global contexts.
    7. MTh graduates can demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.
    8. MTh graduates can reflect on and explore a variety of strategies to learn more effectively.
    9. MTh graduates can participate as responsible citizens and believers in the life of local, national and global communities and religious groups.
    10. MTh graduates can be culturally and aesthetically sensitive across a range of social contexts.
    11. MTh graduates can explore education and career opportunities by drawing on the knowledge, skills and attitudes they acquired in obtaining this Qualification.
    12. MTh graduates can develop entrepreneurial opportunities by drawing on the knowledge, skills and attitudes acquired in obtaining this Qualification. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Assessment criteria related to each specific outcome

    1.
  • Using resources such as the relevant books, journals, specialist bibliographies and websites.
  • Using accepted research methods and subject-specific academic conventions in structuring and presenting an argument.
  • Demarcating the scope of research, for a limited project under supervision.
  • Classifying, analysing, comparing, and critically interpreting the views expressed by theologians and other scholars in books, theses, journals, research articles, etc.
  • Responding creatively to different theological views (from oral and written texts) in written form.
  • Using the correct form and style associated with the writing of a dissertation and compiling a bibliography.

    2.
  • Communicate effectively, using the style and presentation acceptable to a discipline or field of study.
  • Present material clearly and systematically.
  • Develop a logical argument.
  • Provide a critical overview of the research already done in the discipline or field of study.

    3.
  • Demonstrate understanding of the dynamics of prejudice in a pluralistic society, to become better equipped to counter its negative effects.
  • Analyse the impact of personal, cultural and religious differences on the relationships between individuals and communities; and develop the intercultural competence to deal creatively with such differences.
  • Show respect and appreciation for others, through the way they conduct their research, in order to grow in interpersonal and intercultural maturity.
  • Plan and conduct their research among people in terms of strict ethical principles.
  • Identify the challenges inherent in cultural and religious pluralism and express their theological response to these challenges, for the sake of more meaningful intercultural and inter-religious communication.

    4.
  • Research and address the needs of a particular faith community in relation to the needs of a larger society and the environment.
  • Research the nature and dynamics of specific social institutions, processes and problems.
  • Develop contextually relevant theological responses on the basis of such research, in the form of substantiated proposals and programmes for action.

    5.
  • Integrate spirituality and sensitive witness into their roles and contributions in church and society.
  • Cooperate with other community workers or groups.
  • Reflect on their research project in terms of their ethical norms and values.
  • Oppose and combat every form of prejudice and discrimination in society.

    6.
  • Generate contextually relevant interpretations of the Bible or of other religious documents, institutions, processes or events, by using recognised methods of interpretation.
  • Identify differences between the cultural and social features of the world of the biblical texts and those of contemporary communities.
  • Use historical sources (in libraries and archives or through interviews) in their research to interpret contemporary issues in historical perspective.
  • Show familiarity with and the ability to use, other electronic sources, e.g. the internet, in their research.
  • Show the relevance of their research for the needs and problems of society.

    7.
  • Produce persuasive and argumentative forms of written and oral communication (based on their research findings), in order to strengthen the life of a faith community, to contribute to scholarly discourse in the field, and to inspire others to study theology.
  • Express themselves clearly within their faith community and to a scholarly audience.
  • Take part confidently in local, national and global theological discourse.

    8.
  • Show the impact of global developments and the dynamics of intercultural and inter-religious encounters on their research.
  • Analyse local, national and international power relations, as these impact on the topic of their research.


    Implied competence and range

    1.
  • Broad grasp of the body of knowledge of a particular field within theological studies
  • Understanding of research methodology, technique and technology relevant to a particular field of specialisation in theology
  • Ability to participate in scholarly debate
  • Ability to apply the range of theological knowledge, theory and research method to well defined issues within a particular field of specialisation

    2.
  • Ability to present and communicate effectively the results of research in methods appropriate to academic and professional discourse
  • Ability to communicate advanced academic research to non-specialist groups in church and society

    3.
  • Engage in research in a manner which is appropriate and constructive in a multi-cultural context
  • Recognize and respond constructively to the social and ethical implications of study and research in a particular field of specialisation and its impact on relations between different faith communities

    4.
  • Ability to relate theory and praxis

    5.
  • Engage in study and research which is ethical in its methodology and goals

    6.
  • Ability to apply the findings of their research to a specific field of academic scholarship in theological studies
  • Ability to apply the findings of academic study in a particular field to the needs of church and society in an ethical and responsible way

    7.
  • Ability to write academic papers which could be considered publishable
  • Ability to communicate theological concepts and knowledge effectively in a variety of written and oral forms
  • Ability to relate the discourse of the academy to the discourse of the church and the community

    8.
  • Understand and integrate local and international theological perspectives and questions in the context of Christianity as a worldwide phenomenon
  • Understand and address issues of globalisation appropriately in the context of a particular field of theological study


    Assessment Criteria for CCFOs

    Evidence in the form of written assignments and examinations (in the course work component) and in the writing of a dissertation, will show that graduates can:

    CCFO 1.
  • Identify, analyse and solve problems of biblical interpretation by consistently and creatively applying recognised exegetical methods in specific contexts and by critically evaluating other interpretations.
  • Approach problems of historical and systematic interpretation in theology by analysing theologies in relation to their respective cultural, economic, social and political contexts.
  • Address church and community problems by using creative contextual approaches to ministry.

    CCFO2.
  • Acknowledge the role played by colleagues in the conception and execution of their research projects.
  • Indicate ways in which the application of their research findings could make a constructive contribution to a faith community and society at large.

    CCFO 3.
  • Design, organise and execute a research project, in consultation with a supervisor.
  • Demonstrate the requisite research, planning and budgeting skills to complete the project successfully.

    CCFO 4.
  • Demonstrate independent research skills in a specific field of theological studies.
  • Employ a practical system of gathering, storing and retrieving information, in order to make effective use of literature and other sources of information in their research.
  • Write a coherent and well-structured dissertation by integrating information and insights from a wide variety of sources.
  • Use a recognised system of reference techniques and refrain from plagiarism.
  • Evaluate the key publications in their field of research and include a brief critical survey of such literature in their dissertation.

    CCFO 5.
  • Produce a coherent and well-argued written dissertation and, where relevant, a persuasive oral presentation of the research project in a postgraduate seminar.
  • Express theological insights creatively in their first language and in terms of their culture and world view.
  • Communicate their research findings effectively in faith communities, scholarly institutions and the community at large.

    CCFO 6.
  • Use information technology (computers, word processors, databases, internet) appropriately and efficiently in gathering their data and writing their dissertations.
  • Relate their research projects to the urgent ecological and economic problems facing their communities in the context of globalisation.

    CCFO 7.
  • Show respect for personal, cultural, theological and religious diversity.
  • Conduct their research on an interdisciplinary basis, by engaging in dialogue with scholars and publications from other disciplines that address the same or similar issues.
  • Demonstrate a comprehensive grasp of their fields of specialisation.

    CCFO 8.
  • Show evidence that they considered various research approaches/methods for their project, and provide convincing reasons for the approach they adopted.
  • Address the question of how their personal biases and social positions influenced their research projects.

    CCFO 9.
  • Show commitment to the well-being of society by developing well-informed ethical stances on community issues.
  • Play a responsible and constructive role in a faith community and society.

    CCFO 10.
  • Demonstrate awareness of the role played by cultural, political, social, economic and gender differences in their research.
  • Express respect for the diversity of theological and other opinions that exist in their fields of research.
  • Display intercultural competence in the execution of their research projects as well as in the formulation of their findings.
  • Cooperate respectfully with people of other churches, theological traditions and religions in the implementation of their research findings.

    CCFO 11.
  • Identify priorities and opportunities for further research in their fields of specialisation.
  • Compare and evaluate various options for further research, in terms of possible Qualifications, supervisors, universities and scholarships.
  • Offer their research findings to faith communities and other organisations, with a view to possible employment and/or creating employment as a church, religious, or community worker.

    CCFO 12.
  • Develop the skills of creativity, social analysis, interpersonal sensitivity, imaginative intelligence, emotional maturity, and community involvement, which could be of great help in finding or creating employment outside and inside church circles. 
    		•

    INTERNATIONAL COMPARABILITY 
    The MTh Qualification standard is comparable to similar Qualifications from around the world with regard to outcomes and assessment criteria, the level of depth and complexity involved in the study process, and with due regard to notional learning time.

    The Qualification matrix and articulation of the BTh, Honours BTh, MDiv (parallel to MMin), MDipTh (parallel to PgDipTh) and MTh degrees is particularly close to the existing practice in universities of the highest calibre in Australia and New Zealand (e.g. Flinders University, Otago University, and Auckland University). In addition, the MTh degree is a widely recognised research Qualification. It is provided, for instance, by universities in Wales (Cardiff, Lampeter and Bangor), the University of Namibia in Africa (though difficulty in accessing the web sites of African universities has made comparability studies difficult) and, through Serampore College of Calcutta University, by a range of theological institutions in India, as well as the MTh degree offered in Central and South American theological institutions (e.g. Escola Superior de Teologia in São Leopoldo, Brazil) and the Lutheran Theological School in Hong Kong. In the United States, the MDiv degree usually articulates upwards to a further research masters degree, prior to admission to PhD studies, which is variously named, most often as a Master of Arts in Theology, which is the equivalent of the MTh in the SAQA degree framework. 

    ARTICULATION OPTIONS 
    Qualifications equivalent to Level 8 Honours BTh and/ or Level 8 MDiv or MDipTh could articulate upwards to the MTh.

    The MTh gives access to the PhD (NQF Level 8). 

    MODERATION OPTIONS 
  • Providers offering learning towards achievement of any of the outcomes that make up this Qualification must be accredited through the relevant ETQA by SAQA.
  • Internal moderation of assessment must take place at the point of assessment with external moderation provided by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
  • External examination of the components for this degree, particularly the thesis component, must include moderation by recognized experts in the specific field of study associated with internationally recognized tertiary institutions.
  • Assessors registered with the relevant ETQA must carry out the assessment of candidates for any of the outcomes that make up this Qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

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

    NOTES 
    Notes for assessors:

    Assessors should note that assessment for the MTh should be:
  • Formative: Learning and assessment are integrated. Formative assessment is an ongoing personal process of interaction between the lecturer/supervisor and the student when the means of assessment is a dissertation only. For a "structured" MTh programme, which includes 50% of course work, the formative assessment includes written and/or practical assignments based on the learning material, on which students are given feedback. The process is ongoing and focuses on smaller sections of the work and a limited number of outcomes.
  • Summative: For the course work part of a "structured" MTh, students are assessed by means of either written examinations, oral examinations, or a series of articles. A dissertation (full-length or of limited scope) is assessed by an examination panel (containing at least one external examiner) at the end of the process.
  • Integrated: All assessment will integrate knowledge, skills and attitudes and applied competence.


    Assessors should keep the following general principles in mind when designing and conducting assessments:
  • Focus the initial assessment activities on gathering evidence in terms of the main outcomes to ensure assessment is integrated rather than fragmented. The aim is to declare the person competent in terms of the Qualification purpose. Take special note of the need for integrated assessment.
  • 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.
  • All assessments should be conducted in line with the following well documented principles of assessment as defined below:


    Principles of assessment:
  • Appropriate: The method of assessment is suited to the performance being assessed.
  • Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence.
  • Manageable: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
  • Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
  • Valid: The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.
  • Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible
  • Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed.
  • Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
  • Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
  • Open: Learners can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply.
  • Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors. 
    		•

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level    		 NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary    		 NQF Sub-Framework
    36058  Master of Theology  Hebron Theological College NPC  Level 8 and above  NQF Level 09  240  2008-03-08  CHE  HEQSF 
    2721  Master of Theology  University of Natal  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    116939  Master of Theology in Catechetics  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    116940  Master of Theology in Church and Dogma History  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    105092  Master of Theology in Church History and Church Polity  University of Pretoria  Not Applicable  NQF Level 09  180     CHE  HEQSF 
    116941  Master of Theology in Church Polity  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    116942  Master of Theology in Dogmatics  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    105091  Master of Theology in Dogmatics and Christian Ethics  University of Pretoria  Not Applicable  NQF Level 09  180     CHE  HEQSF 
    116943  Master of Theology in Ethics  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    116944  Master of Theology in Homiletics  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    116945  Master of Theology in Liturgics  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    116946  Master of Theology in Missiology  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    116947  Master of Theology in New Testament  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    105094  Master of Theology in New Testament Studies  University of Pretoria  Not Applicable  NQF Level 09  180     CHE  HEQSF 
    116948  Master of Theology in Old Testament  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    105095  Master of Theology in Old Testament Studies  University of Pretoria  Not Applicable  NQF Level 09  180     CHE  HEQSF 
    116949  Master of Theology in Pastoral Studies  North West University  Not Applicable  NQF Level 09  180  2018-12-31    HEQSF 
    105096  Master of Theology in Practical Theology  University of Pretoria  Not Applicable  NQF Level 09  180     CHE  HEQSF 
    105093  Master of Theology in Science of Religion and Missiology  University of Pretoria  Not Applicable  NQF Level 09  180     CHE  HEQSF 
    16003  Master of Theology: African Christianity  University of Natal  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    16004  Master of Theology: African Theology  University of Natal  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    19082  Master of Theology: Biblical Studies  University of Fort Hare  Level 8 and above  NQF Level 09  144     CHE  HEQSF 
    16005  Master of Theology: Biblical Studies  University of Natal  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    16006  Master of Theology: Catholic Theology  University of Natal  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    3075  Master of Theology: Christian Ministry  University of Durban Westville  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    81815  Master of Theology: Christian Ministry  University of KwaZulu-Natal  Level 8 and above  NQF Level 09  180     CHE  HEQSF 
    16007  Master of Theology: Christian Spirituality  University of Natal  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    19700  Master of Theology: Christian Theology  University of Potchefstroom  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    19081  Master of Theology: Church History  University of Fort Hare  Level 8 and above  NQF Level 09  144     CHE  HEQSF 
    16029  Master of Theology: Historical and Modern Theologies  University of Natal  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    16033  Master of Theology: History of Christianity  University of Natal  Level 8 and above  NQF Level 09  120  2009-06-30  CHE  HEQSF 
    16022  Master of Theology: Industrial Mission  University of Natal  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    16045  Master of Theology: Ministerial Studies  University of Natal  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 
    19074  Master of Theology: New Testament  University of Fort Hare  Level 8 and above  NQF Level 09  144     CHE  HEQSF 
    19072  Master of Theology: Old Testament  University of Fort Hare  Level 8 and above  NQF Level 09  144     CHE  HEQSF 
    19077  Master of Theology: Practical Theology  University of Fort Hare  Level 8 and above  NQF Level 09  144     CHE  HEQSF 
    19069  Master of Theology: Systematic Theology  University of Fort Hare  Level 8 and above  NQF Level 09  144     CHE  HEQSF 
    16047  Master of Theology: Theology and Development  University of Natal  Level 8 and above  NQF Level 09  128  2009-06-30  CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    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.
     
    LP ID Learning Programme Title Accredited Provider
    105092  Master of Theology in Church History and Church Polity  University of Pretoria  
    105091  Master of Theology in Dogmatics and Christian Ethics  University of Pretoria  
    105094  Master of Theology in New Testament Studies  University of Pretoria  
    105095  Master of Theology in Old Testament Studies  University of Pretoria  
    105096  Master of Theology in Practical Theology  University of Pretoria  
    105093  Master of Theology in Science of Religion and Missiology  University of Pretoria  
    19082  Master of Theology: Biblical Studies  University of Fort Hare  
    81815  Master of Theology: Christian Ministry  University of KwaZulu-Natal  
    19081  Master of Theology: Church History  University of Fort Hare  
    19074  Master of Theology: New Testament  University of Fort Hare  
    19072  Master of Theology: Old Testament  University of Fort Hare  
    19077  Master of Theology: Practical Theology  University of Fort Hare  
    19069  Master of Theology: Systematic Theology  University of Fort Hare  


    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.