Bachelor of Biblical Studies

The purpose of the Bachelor of Biblical Studies qualification is to equip the student with advanced biblical, theological, and practical competencies to be able to minister more effectively within their Faith Communities or to prepare them for leadership in the marketplace with a robust Christian foundation.

Rationale

Presented as a minimum qualification at a denominational level for ministry within the Baptist Union of South Africa and similar organisations although some denominations may require a higher-level qualification. The Bachelor of Biblical Studies maintains a focus on biblical languages, theology and biblical studies alongside an array of ministry expertise. This qualification aims at equipping the student with advanced and in-depth biblical, theological, and practical competencies to be able to minister more effectively within their Faith Communities. This Degree has a unique emphasis on experiential learning and spiritual formation.

Recognition of Prior Learning (RPL)

Entry may be granted via RPL and our RPL policy governs this process.

Procedure for RPL and Credit Accumulation and Transfer (CAT)

The applications, processing and approval for RPL and CAT shall follow the same procedure, with difference indicated, where applicable.

Eligibility

1. The following persons are eligible for RPL

• Students who do not meet the minimum entry requirements for a qualification, but have a stipulated number of years of work experience.
• Students over the age of 23 without a Matric Certificate who have at least two years' work experience in an area related to the field of study.
• Students with a National Senior Certificate, Senior Certificate or National Certificate Vocational who do not meet the English language entry requirement into a qualification will be advised on completing supplementary programmes before being granted admission to the Higher Certificates.

2. The following persons are eligible for RPL

• Students who have accumulated Credits for Credit-bearing programmes or for incomplete qualifications can apply for exemption for the courses/modules for which Credits have been awarded.

1. Applications for RPL and Credit Accumulation and Transfer (CAT).

• All applications shall be made to the Registrar using the prescribed RPL application form.
• Applicants will submit the completed Application Forms with the stipulated.
• Application fee together with evidence relating to their application, which could include certified copies of qualifications, certificated for credit bearing
• Programmes, transcripts of previous formal studies, and/or detailed description of formal learning and experience.
• Submitted applications will be checked for completeness by the Registrar's.
• Office to ensure that all relevant information and documents have been submitted and that the application fee has been paid. The Registrar will request applicants to submit additional documents, where relevant.
• The applications are then submitted to the Admissions Committee, consisting of the Registrar, Dean of Studies and Head Of Department (HOD) for the official evaluation of the applications.

1. Evaluation of the application for RPL, the Admissions Committee will convene at set dated to evaluate the applications, which shall include:

• Confirming the validity of the evidence and the claim for RPL or CAT.
• Confirming the authenticity of all submissions, especially certified copies of official records.
• Confirming that the evidence reflects the current competence of the applicant.
• Confirming that the evidence is sufficient in relation to the requirements
• Determining any additional evidence required, where relevant.

Entry Requirements.

The minimum entry requirement for this qualification is

• National Senior Certificate or equivalent.
• Bible Training Centre (BTC) Bridging Course (exceptional circumstances).
• Higher Certificate in Theology or Ministry (CAT rules apply).
• Basic computer literacy and ability to use the internet.
• South African Qualifications Authority (SAQA) verification of Qualification.

Candidates with previous experience and knowledge could enter the programme through a Recognition of Prior Learning and Experience (RPL/E) process.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6 and 7 totalling 360 Credits.

Compulsory Modules National Qualifications Framework (NQF) Level 5 126 Credits

• The Synoptic Gospels and Acts, 12 Credits.
• The Pentateuch, 12 Credits.
• Overview of Christian Doctrine, 12 Credits.
• Introduction to Biblical Languages and Culture, 12 Credits.
• Introduction to Missiology and Church Planting, 12 Credits.
• Basic Tools for Apologetics, Christian Evangelism and Discipleship, 12 Credits.
• Hermeneutics, 12 Credits.
• Homiletics, 12 Credits.
• Youth Ministry, 12 Credits.
• Theological Research Methodology and Writing Skills, 6 Credits.
• Biblical and Church Residency 1, 12 Credits Compulsory.

Compulsory Modules NQF Level 6, 96 Credits

• The Pauline Writings, 12 Credits.
• The Prophets, 12 Credits.
• Revelation and God, 12 Credits.
• Humanity, Sin and Christ, 12 Credits.
• Textual Analysis of the New Testament, 12 Credits.
• Earlier Church History, 12 Credits.
• Later Church History, 12 Credits.
• Biblical and Church Residency 2, 12 Credits.

Electives Modules National Qualifications Framework (NQF) Level 6

• Biblical Greek 1, 12 Credits.
• Biblical Greek 2, 12 Credits.
• Apologetics and Techniques for Evangelism, 12 Credits.
• Cultural Anthropology and Developing your Missional Intelligence Quotient (IQ), 12 Credits.
• Spiritual Development, 12 Credits.
• Youth in Crisis, 12 Credits.
• Pastoral Apologetics and Biblical Worldview, 12 Credits.
• Children's Ministry and Childhood Development, 12 Credits.

Compulsory Modules NQF Level 7, 72 Credits

• The Johannine and General Writings, 12 Credits.
• The Writings, 12 Credits.
• Salvation, the Holy Spirit and the Church, 12 Credits.
• Eschatology and Theological Models, 12 Credits.
• Textual Analysis of the Old Testament, 12 Credits.
• Biblical and Church Residency 3, 12 Credits.

Electives Modules NQF Level 7.

• Biblical Hebrew 1, 12 Credits.
• Biblical Hebrew 2, 12 Credits.
• World Religions and Marginal Peoples, 12 Credits.
• Methods, Strategies and Global Issues in Reaching People, 12 Credits.
• Theology and Practice of Worship, 12 Credits.
• Spiritual Direction, 12 Credits.
• Teenage Ministry and Developmental Theory, 12 Credits.
• Young Adult and Singles' Ministry, 12 Credits.
• Baptist Principles, 12 Credits.
• South African Baptist Ethos, 12 Credits.

1. Able to demonstrate advanced biblical and theological knowledge.
2. Able to demonstrate adequate competency within the respective fields of ministry expertise.
3. An advanced ability for accessing, processing, managing and articulating complex theological and contextual concepts.
4. Able to articulate advanced ministry concepts that lead to healthy church ministry, governance, congregational care and development amidst generational and cultural diversity.
5. Able to engage with the original biblical texts. Develop competency in translating, interpreting and applying scriptural knowledge holistically.
6. Able to function within a wider array of ministry contexts with the ability toward versatility and knowledge sharing for nation building and overall community development.
7. Able to apply relevant ministerial skills within selected vocation of expertise.
8. Able to review the historical importance, scope and development of the Christian movement within its current context and historical framework from a chosen denominational perspective.

Associated Assessment Criteria for Exit Level Outcome 1

• Applying the principles derived from research findings through biblical and theological interpretation

Associated Assessment Criteria for Exit Level Outcome 2

• Facilitation of peer engagement and interaction online.
• Identify concepts and their relation to one another through relevant literature analysis and research output.

Associated Assessment Criteria for Exit Level Outcome 3

• Facilitation of peer engagement and interaction online.
• Identify concepts and their relation to one another through relevant literature analysis and research output.

Associated Assessment Criteria for Exit Level Outcome 4

• Applying the principles derived from research findings to ministry practice in related contexts.
• Problem-solving situations which students are required to analyse and solve individually or in groups.

Associated Assessment Criteria for Exit Level Outcome 5

• Test analysis and relevant language data sets through regular Formative Assessment means.
• Present findings and research orally within context for peer review.

Associated Assessment Criteria for Exit Level Outcome 6

• Practical experience and exposure that is assessed through fieldwork and recorded in relevant formats.

Associated Assessment Criteria for Exit Level Outcome 7

• Practical experience and exposure that is assessed through fieldwork and recorded in relevant formats.

Associated Assessment Criteria for Exit Level Outcome 8

• Synthesise concepts and data elements into cohesive research papers with a summative review.

Integrated Assessment

(In line with our Assessment Policy, all assessment processes in Bible Training Centre (BTC) qualifications must adhere to the internationally accepted principles of assessment and higher education best practice that ensure that assessments are fair and provide accurate information on the competence of the individual who is being assessed. All faculty involved in assessment-related processes must ensure that all assessments of our academic programmes adhere to and promote the principles described in the list below:

- Accessibility

The outcomes that are being assessed must be clearly described in a language that is appropriate for the level of the programme and the persons being assessed.

- Appropriateness

The method of assessment must be relevant to the performance being assessed. The assessment must stay within the parameters of what is required in the specified assessment outcomes.

- Consistency

Every time the assessment is conducted or the assessment instrument is used it must assess the same outcomes at the appropriate level. If different assessors use the assessment instrument, they should make the same judgements under the same or similar circumstances.

- Fairness

The assessment must provide all students with a fair, equal and reasonable opportunity to demonstrate their competence. It should not favour any student and should not be biased against any student. The method chosen to assess the learning outcomes must be fair and should not present any barriers that are not related to the work required, particularly for students with disabilities.

- Feasibility

The assessment methods should be reasonable, given the available financial resources, facilities, equipment and time. The assessment should not affect the learning negatively or unreasonably interfere with the normal work activities or productivity in the case of employed students.

- Transparency and openness

The student must understand the assessment process, the type of assessment, the outcomes that will be assessed and the criteria that will be used by the assessor.

Three types of assessment may be used in BTC academic programmes: Diagnostic, Formative and Summative Assessment

• Diagnostic Assessment: The assessment for diagnostic purposes is used to determine the strong and weak points as well as development areas of students, for example, in order to make decisions about selection, placement or advancement, or to take remedial action in the form of supplementary learning.
• Formative Assessment: supports the teaching and learning process; determines whether students have grasped the basic concepts before continuing with the programme; identifies the student's strengths and weaknesses; timeously identifies at-risk students; assists in the planning of future learning; is developmental in nature and contributes to the student's capacity for self-evaluation; helps to make decisions on the readiness of the student to do a Summative Assessment; and informs possible adjustments to the programme. These could take the form of practical exposures and/or fieldwork in connection with Faith Communities.
• Summative Assessment: The purpose of Summative Assessment is to ascertain whether a student has successfully achieved the outcomes of a learning programme for the successful completion of a qualification, credits or a certificate of competence. Summative Assessments are generally conducted at the end of courses or at the end of a learning programme. Summative Assessments are conducted for the purposes of making a judgement about the level of competence of students in relation to the outcomes of a course or programme. The results of such assessments are expressed as a mark reflecting a pass or fail for the assessment. There are no stipulated minimum or maximum number of Summative Assessment opportunities required, however, the Head of Department (HOD) shall determine best practice in their field of specialty.

Summative Assessments should be designed as integrated assessments by assessing related outcomes and/or courses together, where appropriate. The purpose of integrated assessment is to assess competence across a number of outcomes together to assess the ability of the student to apply the knowledge, skills and other competencies developed in an integrated manner.