Bachelor of Theology

Purpose

Presented as the ministerial qualification recognised by the Baptist Union of Southern Africa, it is aimed at satisfying the minimum qualification by the Baptist Union of Southern Africa as well as other denominations for ordained ministry and quality training. The purpose of the Bachelor of Theology is to equip the learner with advanced research, biblical and theological skills and competencies (both academic and practical in nature) within their major specialisations (Youth; Missiology; Pastoral Studies; Biblical Languages). The purpose of the qualification is produce quality learners with advanced specialisation in their major with increased practical exposure to ministry and an ability to think independently, critically and conduct research at an appropriate level. Throughout the qualification, the above purpose is re-enforced with an inter-disciplinary focus. The qualification was benchmarked with other Seminaries around the world and have ensured that the qualification meets the highest possible research standard when compared with other theological Private Higher Education Institute (PHEI). The purpose of the Bachelor of Theology Degree is also to equip the learner with speciality biblical, theological, and practical competencies within their given area of speciality to be able to minister more effectively within their Churches.

Rationale

The qualification is designed to further equip Christian leaders in the areas of Pastoral Church Ministry, Cross-Cultural Missions and Youth Ministry, building upon a sound biblical and theological corpus. Presented as the standard qualification at a denominational level for ministry ordination within the Baptist Union of South Africa, although some denominations may require a higher level qualification.

Recognition of Prior Learning (RPL).

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4.

Or

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

Or

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

Or

• Higher Certificate in Theology or Ministry, NQF Level 5.

This qualification consists of compulsory and elective modules at Levels 5, 6 and 7 totalling 480 Credits.

Compulsory Modules 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 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 NQF Level 6 (Choose at least 6 modules, 72 Credits)

• Biblical Greek 1, 12 Credits.
• Biblical Greek 2, 12 Credits.
• Apologetics and Techniques for Evangelism, 12 Credits.
• Cultural Anthropology and Developing your Missional 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 (Choose at least 6 modules, 72 Credits)

• Biblical Hebrew 1, 12 Credits.
• Biblical Hebrew 2, 12 Credits.
• World Religions and Marginal Peoples, 12 Credits.
• Methods, Strategies and Glocal 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 (SA) Baptist Ethos, 12 Credits.

Compulsory Modules NQF Level 8, 48 Credits

• Advanced Theological Foundations, 12 Credits.
• Christian Theological Ethics, 12 Credits.
• Specialised Research, 12 Credits.
• Biblical and Church Residency 4, 12 Credits.

Electives Modules NQF Level 8 (Choose at least 6 modules: 72 Credits)

• Researching African Church History with Contemporary Application, 12 Credits.
• Biblical Hebrew 3, 12 Credits.
• Biblical Greek 3, 12 Credits.
• Advanced Missional Thinking, 12 Credits.
• Contemporary Missiology, 12 Credits.
• Pastoral Care and Counselling, 12 Credits.
• Church Ministry and Management, 12 Credits.
• Equipping the Youth and Family Minister, 12 Credits.
• Youth Ministry in Social Context, 12 Credits.
• Christian Leadership and Strategy in Africa, 12 Credits.

1. Apply specialised biblical and theological knowledge from an inter-disciplinarily perspective.
2. Apply professional-level competency within the respective fields of ministry expertise.
3. Access, process, manage and articulate complex theological and contextual concepts from both a global and contextual perspective.
4. Articulate advanced ministry concepts that lead to healthy church ministry, governance, congregational care and development amidst generational and cultural diversity.
5. Engage with the original biblical texts and translate, interpret and apply scriptural knowledge holistically.
6. Function within a wider array of ministry contexts with the ability toward versatility and knowledge sharing for nation building and overall community development.
7. Apply relevant ministerial skills within selected vocation of expertise with a professional outlook toward a chosen career path.
8. Critically review the diverse historical importance, broad scope and depth of development of the Christian movement within its current context and historical framework.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply the principles derived from research findings through biblical and theological interpretation.
• Analyse and solve problems individually or in groups.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify key concepts and their relation to each other through fieldwork and through relevant practical exposure.

Associated Assessment Criteria for Exit Level Outcome 3

• Facilitate 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

• Apply the principles derived from research findings to ministry practice in related contexts.
• Analyse and solve problems 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

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

Associated Assessment Criteria for Exit Level Outcome 7

• Apply the principles derived from research findings to ministry practice in related contexts.

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 the institutional assessment policy, all assessment processes in 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 learner who is being assessed. The institution must ensure that all assessments of the qualification adheres to and promotes 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 qualification 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 learners with a fair, equal and reasonable opportunity to demonstrate their competence. It should not favour any learner and should not be biased against any learner. 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 learners 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 learners.
• Transparency and openness: The learner 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 the qualification: 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 learners, 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 learners have grasped the basic concepts before continuing with the qualification; identifies the learner's strengths and weaknesses; timeously identifies at-risk learners; assists in the planning of future learning; is developmental in nature and contributes to the learner's capacity for self-evaluation; helps to make decisions on the readiness of the learner to do a summative assessment; and informs possible adjustments to the qualification. 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 learner has successfully achieved the outcomes of a learning qualification 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 qualification. Summative assessments are conducted for the purposes of making a judgement about the level of competence of learners in relation to the outcomes of a course or qualification. 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 is 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 learner to apply the knowledge, skills and other competencies developed in an integrated manner.