Bachelor of Theology

Purpose

The qualification meets the national requirements within the National Qualifications Framework (NQF) context.

The primary aim of the Bachelor of Theology is to provide a comprehensive, broad education that equips the learners with a knowledge base, theory and methodology within the field of Theology, and to enable the learners to develop initiative and responsibility within the occupations offered by the Church and community organisations.

This qualification fulfils the requirements for progression, as it provides the necessary entry requirements for admission to a Bachelor Honours Theology (or equivalent) Degree. The qualification meets the knowledge and skills needs of these ministers to enable them to lead in an ethical, responsible manner to affect the uplifting of not only their church community, but also their broader community.

There exists a need for quality trained church planters, pastors, pastoral counsellors, evangelists, hospital chaplains, cell leaders, youth workers, workers in children ministries, missionaries and workers in church-based community qualifications.

On completion the qualification, qualifying learners will be able to

• Solve problems for instances in ethical problems, demonstrating the ability to identify, analyse the core of the ethical problem, to reflect upon this in a meaningful manner, applying evidence-based solutions and theory-driven arguments pertaining to the issue at hand.
• Make ethically correct and professional decisions within the ministry, based on knowledge accrued from the various subjects, by being able to discern these correct actions by drawing on ethical values and approaches within the church community and broader community.
• Apply the principles taught in for example Homiletics and Liturgy in correctly communicating biblical values, whereby the learner can communicate his or her ideas and opinions in well-structured and well-formulated academic sound arguments.
• Manage processes in unfamiliar and variable contexts, recognising that problem solving is context and not system bound, and that it does not occur in isolation.
• Take full responsibility for his or her own learning needs and for life-long learning.

Rationale

The Bachelor of Theology is aligned with the vision and mission of the institution, which is

• To provide quality, effective, education within the higher education sector, so as to.
• Provide a biblical based theological education within the Pentecostal/Charismatic sector of the Church.
• In order to equip Christians for effective ministry.
• Establish responsible, ethical driven research related to the Pentecostal/Charismatic sector of the Church.

The qualification was developed due to a need that was established through research into the educational needs of active Christian ministers. Research was done by means of various research projects, discussions with church leaders and other sector stakeholders. It is stated that, within the Pentecostal/Charismatic sector of the Church-world, at least three hundred churches are established daily within the Southern African region, which are led by ministers of whom the majority have no educational grounding in theology. The effect in many instances is churches that are managed on questionable principles and unacceptable practices. The qualification will enable the institution to fulfil its vision and mission to provide a biblical based theological education within the Pentecostal/Charismatic sector of the church to equip Christians for effective, responsible, ethical ministry.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regards 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 may be applied for access, credits from modules and credits for or towards the qualification.

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 should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted for 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

• Senior Certificate, NQF Level 4 with endorsement.

Or

• National Senior Certificate, NQF Level 4, granting access to bachelor's degree studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to bachelor's degree studies.

Or

• Higher Certificate in Theology, NQF Level 5.

This qualification comprises compulsory and/or elective modules at NQF Levels 5, 6, 7 totalling 360 Credits.

Compulsory Modules, Level 5, 108 Credits

• Church History, 14 credits
• Dogmatics and Ethics, 18 credits
• Missiology, 14 credits
• New Testament, 16 credits
• Old Testament, 16 credits
• Practical Theology, 30 credits.

Elective Modules, Level 5, 14 Credits (Choose one module)

• Greek, 14 credits
• Hebrew, 14 credits.

Compulsory Modules, Level 6, 114 Credits

• Church History, 16 credits
• Dogmatics and Ethics, 20 credits
• Missiology, 16 credits
• New Testament, 16 credits
• Old Testament, 16 credits
• Practical Theology, 30 credits

Compulsory Modules, Level 7, 124 Credits

• Church History, 18 credits
• Dogmatics and Ethics, 22 credits
• Missiology, 18 credits
• New Testament, 18 credits
• Old Testament, 18 credits
• Practical Theology, 30 credits.

1. Demonstrate integrated knowledge of the central areas, within the theological disciplines presented in this qualification namely: Church History, Dogmatics and Ethics, Missiology, New Testament, Old Testament, Practical Theology and a Biblical Language, including an understanding of and the ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of these disciplines.
2. Demonstrate an understanding of knowledge as contested and the ability to evaluate types of knowledge and explanations typical within the above-mentioned theological disciplines.
3. Demonstrate an understanding of a range of methods of enquiry in mentioned theological disciplines, and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within a practical ministry practice.
4. Demonstrate the ability to identify, analyse, evaluate, critically reflect on and address complex theological and ministry orientated problems, applying evidence-based solutions and theory-driven arguments.
5. Demonstrate the ability to take decisions and act ethically and professionally (ministry), and the ability to justify those decisions and actions drawing on appropriate ethical values and approaches within a supported theology and practical ministry environment.
6. Demonstrate the ability to develop appropriate processes of information gathering for a theology and practical ministry context or use; and the ability to independently validate the sources of information and evaluate and manage the information.
7. Demonstrate the ability to develop and communicate his or her ideas and opinions in well-formed arguments, using appropriate academic, professional, and/or ministry discourse.
8. Demonstrate the ability to manage processes in unfamiliar and variable theology and practical ministry contexts, recognising that problem solving is context and system bound, and does not occur in isolation.
9. Demonstrate the ability to identify, evaluate and address his or her learning needs in a self-directed manner, and to facilitate collaborative learning processes.
10. Demonstrate the ability to take full responsibility for his or her work, decision-making and use of resources, and limited accountability for the decisions and actions of others in varied or ill-defined contexts.

The Associated Assessment Criteria for the qualification is a comprehensive set to assess all the ELOs in an integrated manner.

• Demonstrate an integrated understanding of Church History, Dogmatics & Ethics, Missiology, New Testament, Old Testament, Practical Theology, and Biblical Language.
• Apply and evaluate key terms, concepts, facts, principles, rules, and theories within these disciplines.
• Show detailed knowledge of a specialised area and its interrelation with other disciplines or ministry practices.
• Identify and evaluate different types of knowledge and explanations within a theological discipline.
• Demonstrate an awareness of contested knowledge and its implications within theological discourse.
• Demonstrate familiarity with different methods of enquiry within a theological discipline.
• Select and apply suitable methods to address specific investigations or problems in ministry practices or theological discipline.
• Identify, analyse, and evaluate complex theological and ministry-oriented problems.
• Apply evidence-based solutions and theory-driven arguments effectively to these problems.
• Make ethical and professional decisions within a specific ministry context.
• Justify decisions and actions using appropriate ethical values and approaches.
• Develop processes for gathering information in theology and practical ministry contexts.
• Validate, evaluate, and manage information and sources of information independently.
• Develop and communicate ideas and opinions coherently in well-formed arguments.
• Utilise appropriate academic, professional, and/or ministry discourse.
• Manage processes in unfamiliar and different theological and ministry contexts.
• Identify the contextual and systemic nature of problem-solving.
• Identify, evaluate, and address personal learning needs autonomously.
• Facilitate collaborative learning processes successfully.
• Take full responsibility for work, decision-making, and the use of resources.
• Demonstrate limited accountability for decisions and actions of others, in varied or ill-defined situations.

INTEGRATED ASSESSMENT

The assessments are managed in accordance with the assessment policies of the institution Both formative and summative assessments are employed in the programme. Formative assessments in the form of self-assessment questions, and written assignments and/or tests are conducted in each module of the programme.

The purpose of the formative assessments is to enhance the learning of the learner and serves as an indicator to both the learner and the lecturer of the learner's strengths, weaknesses and progress towards ELOs. Assignments provide the opportunity for more situated participative, and 'real world' oriented learning. It allows for a "real life" challenge to organise the structure of learning rather than the academic subject alone. It creates a context that brings theory and practice together in a meaningful way. Formative assessment provides the opportunity for, experiential learning, work-directed theoretical learning and problem-based learning. The ratio of formative to summative assessment is 50:50.

Summative assessments of a module are performed at the end of a semester. The summative assessments serve as an indicator of the learner's competencies in relation to theoretical depth, and to the achievement of the outcomes of the various modules specifically, and the programme in general.

Assessments are aligned with the programme and the specific module's outcomes. Assessments are fair and measure the competencies of the learner aligned with the ELO and AAC. Assessment tasks are evaluated for accuracy and whether they comply with the institution's policy and DHET regulations pertaining to assessments, and whether the assessment questions or instructions are reliable, fair and understandable for all learners.