Enhancing quality and alignment in theological education: A Dialogue with South Africa’s higher education policies and church mission

Abstract

The Council on Higher Education plays a pivotal role in ensuring the quality of theological education within South Africa’s higher education landscape. Nonetheless, Private Theological Institutions (PTIs) have faced increased scrutiny in their operations for various reasons. This article aims to initiate a constructive dialogue between the operations of these institutions, South Africa’s higher education policies, and the Church’s theological education mission. Through critical reflection, a conceptual framework is proposed to align institutional practices with mandated educational policies. Drawing from Dakin’s (1996) framework of Practical Theology – comprising experiential, reflective, and orientational levels – this study investigates how each level contributes to shaping, evaluating, and organising practical Christian knowledge within theological education. Additionally, the study assesses the existing praxis of theological education and accreditation, advocating for an African transformative approach that emphasises critical reflection and action for positive change. Ultimately, the paper recommends adopting a quality standard model that integrates theological education and training practices to better serve the evolving needs of the community.