Bachelor of Theology

The purpose of the Bachelor of Theology (BTh) is to prepare those who seek to serve the Christian church as priests or pastors.

Graduates of the qualification will

• be ready to serve society as leaders of religious institutions and various community organizations
• possess knowledge of the various basic components of the broad theology discipline
• have skills they can reflectively apply to address societal issues

Targeted learners are those who seek training to serve in the ordained ministry within the Christian context, as well as in other leadership roles within society.

Learners who achieve this qualification can

• competently and responsibly read religious texts
• apply lessons of history to contemporary situations
• think critically about difficult societal challenges
• easily work ecumenically and across religious faiths

A qualified learner will be able to display the following attributes

• Analyse information from many angles (criticality) and effectively articulate said analysis,
• Evaluate and apply Christian theology and ethics to self and to society,
• Initiate and practice responsible Christian ministry across the varied facets of society,
• Work well together with others within society towards the achievement of the common good,
• Reflect on and seek continuous improvement of implemented interventions.

Rationale

The need for the qualification persists because, despite its intractable diversity the Christian faith remains a significant role player within society; and in the absence of a national professional body for theology, coupled with the proliferation of partisan or denominational training institutions pursuing parochial interests, The qualification stands out as a sympathetic but non-partisan qualification with a celebrated quality track record and highly respected alumni.

Given the important role that religion plays, particularly Christianity, in shaping African realities in general and South African realities in particular, this qualification trains those who can engage social issues in responsible ways. By default, ministers of religion become reference points or consultants to many in society, and those who have undergone the training that this qualification confers can responsibly execute this role.

This qualification typically attracts learners who are interested in serving their religious bodies in various capacities, especially those training towards becoming priests or pastors. Those who are already serving as pastors with pre-NQF level 7 qualifications or without any formal training also enrol for this qualification. Non-ordination-track learners also enrol for this qualification or parts thereof out of personal curiosity or individual faith reasons.

Various church denominations, e.g., the United Congregational Church of Southern Africa (UCCSA), insist on having their clergy acquire an institution's autonomous qualification in preparation for the ordained ministry. Furthermore, through discussions with some of our collaborative partners, including the KwaZulu-Natal Christian Council (KZNCC) and the Pietermaritzburg Cluster of Theological Institutions, emphasis is regularly placed on the need for the University to offer a qualification that focuses on training contextually engaged theologians for church and society in Africa. Additionally, the broader society has identified the need for trained theologians who can engage critically on socio-economic and socio-political concerns and the critical role the Christian faith can play in influencing social change and transformation.

Graduates can work for Christian religious institutions, for constituencies such as schools, hospitals, colleges, seminaries, government departments, as well as non-governmental organizations. Those who complete this qualification can serve as priests or pastors, chaplains of public institutions, school teachers, community leaders, social advocacy workers, or junior researchers. Many graduates typically go on to postgraduate studies where they further refine their knowledge to offer ever more meaningful contributions at various echelons of society.

Recognition of Prior Learning (RPL)

RPL offers an alternative access route into a qualification of learning to those who do not meet the specified qualification entry requirements. Qualifications, part-qualifications, and professional designations registered on the NQF may be awarded in whole or in part through Recognition of Prior Learning (RPL).

RPL is an important consideration for this qualification, which seeks to respond to socio-economic redress of historically disadvantaged communities. The University Recognition of Prior Learning Policy and rules and procedures will be considered when learners apply for RPL. Many applicants hold a NQF Level 6 Diploma in Theology from their denominational seminaries plus varying years of experience in Christian ministry.

RPL assessment recognises knowledge, skills, and professional competence achieved through alternative learning pathways such as informal, non-formal, work-based experience, as well as formal learning. A detailed Portfolio of Evidence (POE) will form the basis of RPL evaluation. The RPL evaluation process is based on the matching of learning outcomes, obtained via alternative learning pathways, with the exit level outcomes of the qualification. The RPL POE evaluation will use criterion-referenced rubrics to ensure consistency, fairness, and rigour of RPL assessment. A maximum of 10% of admissions in any one year may be granted via RPL. The School Teaching and Learning Committee then presents RPL applications to the College Academic Affairs Board meeting.

The minimum entry requirement for this qualification is

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

Or

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

Or

• Senior Certificate, NQF Level 4, with endorsement.

Or

• Higher Certificate in Theology, NQF Level 5.

This qualification consists of the following compulsory and elective modules at NQF Levels 5, 6, and 7, totalling 384 Credits.

Compulsory Modules, NQF Level 5, 96 Credits

• Biblical Studies, 32 Credits
• Systematic Theology, 32 Credits
• History of Christianity, 16 Credits
• Religions, 16 Credits
• Elective Modules, NQF Level 5, 32 Credits (Select modules to a total of 32 credits):
• Biblical Languages, 32 Credits
• Basic isiZulu Language, 16 Credits
• Academic Learning in English, 16 Credits

Compulsory Modules, NQF Level 6, 128 Credits

• Biblical Studies, 32 Credits
• Systematic Theology, 32 Credits
• Practical Theology, 32 Credits
• Christian Ethics, 16 Credits
• Sociology of Religion, 16 Credits.

Compulsory Modules, NQF Level 7, 96 Credits

• Biblical Studies, 16 Credits
• Systematic Theology, 16 Credits
• Practical Theology, 32 Credits

Theology & Development, 32 Credits

Elective Modules, NQF Level 7, 32 Credits (Select two modules)

• Bible and Mother-Tongue Exegesis, 16 Credits.
• Political and Economic Ethics, 16 Credits.
• Theo, Development & Environment, 16 Credits
• Congregational Skills, 16 Credits.

1: Demonstrate understanding of basic theological concepts and theories.

1. Analyze theological concepts by understanding their principles and teachings.
2. Investigate faith questions within society, particularly the African context.

4, Apply theological principles and teachings in the development of personal faith.

Associated Assessment Criteria for ELO 1

• Identify the range of key theological concepts and principles.
• Explain the contestations around the various theological methods of enquiry.
• Integrate theological insights with perspectives from other disciplines, explaining connections or absence thereof.

Associated Assessment Criteria for ELO 2

• Identify problems and gaps in current theological concepts, principles, or theories.
• Evaluate the coherence, consistency, and logical implications of theological arguments.
• Assess, interpret, and apply information in relation to different theological contexts.
• Reflect on trajectories of theological principles and the manner of their presentation.

Associated Assessment Criteria for ELO 3

• Interpret biblical texts against their ancient and modern contexts.
• Indicate how Christian faith intersects with African cultures, traditions, and contexts.
• Promote dialogue with other faith traditions present in Africa, e.g., Islam and indigenous religions.

Associated Assessment Criteria for ELO 4

• Integrate theological principles and teachings into own belief systems and spiritual practices.
• Deploy knowledge and skills to work for societal transformation.
• Show respect for personal, cultural, and theological diversity in the context of a pluralistic society.
• Embrace accountability for decisions taken in the field and endeavour to always lead by example.

INTEGRATED ASSESSMENT

The assessment of modules is informed by the University's Assessment Policy. In keeping with said policy, assessment will combine summative and formative evaluation but not Work-Integrated-Learning (WIL) at this stage.

Within integrated assessment praxis, learning outcomes are constructively aligned to the NQF level descriptors expected of those who qualify. During both formative and summative assessments, learners will be expected to display both module-specific and interdisciplinary competencies. Care will always be taken to ensure that components of this programme are assessed by persons in possession of qualifications at a higher NQF level than the one being assessed.

Formative: Continuous assessment tests, individual and group presentations, and written assessments all meant to ensure that learning is reflective, as both lecturers and learners get feedback on their performances.

Summative: End-of-semester examinations, portfolios of evidence, and placement reports, where applicable, will test learners' ability to integrate different aspects of knowledge gained, synthesis of theories and concepts used in the subject learned, and creative application of learning ethically.

The ratio of Formative to Summative assessments ranges between 40% and 50% depending on the NQF level being assessed and whether the module is core or an elective.