Bachelor of Theology

Purpose

The purpose of the qualification is to deliver learners who can critically apply focused analysis, knowledge and skills in the service and leadership - both lay and ordained - of Christian communities, community organisations and society. This qualification produces life-long theological learners who are equipped to raise and debate current issues in African and international contexts. The qualification also seeks to enable learners to develop, clarify and articulate a value system from a Christian perspective. This qualification is intended for raising the conscious of learners with respect to issues of justice such as gender, social disparity, disability and the environment, and enables them to develop transformative communities, and contribute to the development of the society as a whole.

Learners who achieve this qualification can

• Interpret, integrate and apply Christian sources in context.
• Understand their communities, in the light of the history of Christianity, and position themselves responsibly in their contexts.
• Analyse information critically and be able to articulate and communicate the information effectively.
• Evaluate and apply Christian theology and ethics to themselves and in the community.
• Practise and evaluate ministries in the church.
• Initiate and develop Christian ministry in the wider community.

Rationale

Upon qualifying learners of the Bachelor of Theology qualification are likely to be working in churches, para-church and community organisations. The qualification will give them the opportunity to integrate knowledge of the Christian faith with essential skills to be able to minister to and lead Christian communities and contribute to the development and transformation of the broader society. Learners who wish to gain an understanding of the Christian faith and to develop their own spirituality will also benefit from this qualification. Learners will also be able to continue after this qualification with post-graduate studies, which may be required by some faith communities.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and lifelong learning, in which consideration of articulation and mobility plays a meaningful role. The University endorses the view that RPL, gained either through formal qualifications or informally (through experience), is an essential element when deciding on admission to and granting of credits for a specifically chosen teaching learning qualification at the University.

The University acknowledges that the Recognition of Prior Learning (RPL) must be conducted in a valid, reliable and equitable way and that it must form part of the existing policy on the admission and credit accommodation to prospective or current learners at this institution. An applicant's prior learning is evaluated in accordance with the relevant procedure, and the applicant is found either competent or not yet competent.

RPL deals with proven knowledge and learning an applicant has gained, either by undergoing formal training qualifications or through experience. At all times the question will be what level of skill, reviewed in the context of the exit level skills are required for the envisaged teaching learning programme, or modules within it, or status for which the applicant applies, and not only the experience an applicant has record of. RPL is thus done on the grounds of applied competences that the applicant has demonstrated, considering the Exit Level Outcomes to be reached with the chosen teaching learning qualification in this case the Bachelor of Education (Foundation Phase Teaching). If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to the learner.

Entry Requirements

The minimum entrance requirements are

• National Senior Certificate (NSC) granting access to Bachelor studies.
• Senior Certificate with Bachelor endorsement.

The qualification consists of compulsory modules at NQF Levels, 6 and 7 and elective modules at NQF Levels 6 and 7, totalling 360 Credits.

Total Credits required for the qualification: 466.

NQF Level 5 modules: Total of 128 Credits

Research Methodology, 8 Credits.

English Composition, 8 Credits.

Bible Study Methods/Hermeneutics, 8 Credits.

Bibliopoly, 8 Credits.

Children's Ministry, 8 Credits.

Old Testament History 1, 8 Credits.

Systematic Theology 1, 8 Credits.

Devotional Life, 8 Credits.

New Testament History 1: Life of Christ, 8 Credits.

Old Testament History 2, 8 Credits.

Systematic Theology 2, 8 Credits.

Homiletics 1, 8 Credits.

New Testament History 2: Acts, 8 Credits.

Old Testament History 3, 8 Credits.

Systematic Theology 3, 8 Credits.

Computer Skills, 8 Credits.

NQF Level 6 modules: Total of 88 Credits

Method of Exegesis, 8 Credits.

Children's Ministry Fieldwork, 6 Credits.

Greek 1, 8 Credits.

Ethics 1, 8 Credits.

Missions 1, 8 Credits.

Greek 2, 8 Credits.

Church History 1, 8 Credits.

Minor Prophets, 8 Credits.

Leadership 1, 8 Credits.

Ministry Trip Fieldwork, 4 Credits.

Hospital Ministry Fieldwork, 2 Credits.

Counselling 1, 8 Credits.

Church Ministry Fieldwork, 4 Credits.

NQF Level 7 modules: Total of 120 credits

Prison Epistles, 8 Credits.

Greek 3, 8 Credits.

Pastoral Epistles, 8 Credits.

General Epistles, 8 Credits.

Romans, 8 Credits.

Hebrew 1, 8 Credits.

Homiletics 2, 8 Credits.

Major Prophets, 8 Credits.

1 Corinthians, 8 Credits.

Eschatology, 8 Credits.

Isaiah, 8 Credits.

Gospel of John, 8 Credits.

Capstone, 8 Credits.

The Writings, 8 Credits.

Hebrews, 3rd year, 8 Credits.

NQF Level 6 modules: Learners will be guided by the faculty in the selection of the electives.

Youth Ministry, 8 Credits.

Worship, 8 Credits.

Teaching Methods, 8 Credits.

Christian Home, 8 Credits.

Youth Ministry, 2nd year, 8 Credits.

Evangelism, 8 Credits.

Church Planting and Growth, 8 Credits.

Pastoral Theology, 8 Credits.

Comparative Religion, 8 Credits.

Men's Ministry, 8 Credits.

Women's Ministry, 8 Credits.

NQF Level 7 modules: Learners will be guided by the faculty in the selection of the electives.

Missions 2, 8 Credits.

Ethics 2, 8 Credits.

Greek 4, 8 Credits.

Church History 2: African Church, 8 Credits.

Leadership 2, 8 Credits.

Hebrew 2, 8 Credits.

AIDS and the Church, 8 Credits.

Counselling 2, 8 Credits.

1. Identify and distinguish basic concepts and theories with regard to theology as a human and social science.
2. Integrate and apply the range of theological concepts and disciplines.
3. Critically compare and use theological and other sources to explore questions relating to faith and proclaim Christian faith in context, particularly the African context.
4. Engage in and articulate critical and creative theological thinking and writing.
5. Play a moral and constructive role by developing and applying core human and Christian norms and values to contexts, to facilitate moral decision making and formation.
6. Facilitate Christian pastoral ministry to individuals and communities and evaluate its effectiveness.

Associated Assessment Criteria for Exit Level Outcome 1

• Christian teachings in context are applied and analysed.
• Appropriated goal-oriented Christian principles is developed and inculcated.
• Ethical decision making and formation in a church and social context are facilitated.

Associated Assessment Criteria for Exit Level Outcome 2

• Unity and diversity of theological subjects are explained and information in theological contexts is accessed, interpreted and applied.
• The mission throughout church history is understood and a personal mission is defined.
• The impact of relationships on "humanity created in the image of God' are explored.

Associated Assessment Criteria for Exit Level Outcome 3

• The biblical and other texts are interpreted, compared and critically analysed.
• Other sources and disciplines are used where applicable to interpret biblical and other texts.
• Questions relating to faith are critically addressed.
• The Christian faith in context, particularly the African context is understood.
• Personal faith development with the theological discourse is integrated.

Associated Assessment Criteria for Exit Level Outcome 4

• Biblical and other texts are interpreted responsibly and creatively, sources such as concordances, commentaries, archaeological and historical documents, etc. are used.
• The Christian faith is communicated in well-structured arguments showing an awareness of audience and using academic professional discourse appropriately in various written and oral forms.
• Different theological positions are identified, classified and critiqued, evidence-based solutions and theory-driven arguments are used for evaluation.

Associated Assessment Criteria for Exit Level Outcome 5

• Critical insight into the complexities of current moral issues is demonstrated.
• Key human and Christian ethical norms and values are identified.
• Christian norms and values with appropriate goals, consequences and virtues for moral decisions are applied.
• Learning and analysis are applied.

Associated Assessment Criteria for Exit Level Outcome 6

• Individual, group and societal areas in need of Christian pastoral healing and other ministries are identified and analysed.
• Effective Christian pastoral ministry is understood and evaluated.
• Participation in multicultural and multi -faith communities is conducted constructively.
• History and value of other faith communities are carried out.
• The impacts of cultural and religious differences on inter and intra-community relations is analysed.
• Sensitivity towards different cultures and religious is demonstrated.
• Transformative responses to contemporary societal needs are identified and formulated.
• The analytical skills to identify and explain the needs of society are developed.
• Contextually relevant responses are developed.
• Transformational processes and programmes are implemented.

Integrated Assessment

A variety of methods is utilised for both formative and summative assessments in each module belonging to the learning programme that leads to this qualification. Wherever possible these methods reflect authentic tasks and situations relating to the purpose of the qualification. The methods used include oral, written, individual and group work such as presentations, role plays, reports, reflections and portfolios. Assessors are required to design and utilise assessment practices which are open, transparent, fair, valid and reliable in order that no learner is disadvantaged and to ensure the integration of theoretical and practical components.