Bachelor of Theology Honours

Purpose

The purpose of the qualification is to

• Train learners who have such a sense of calling for the full-time ordained ministry of the Church.
• Train learners who have such a sense of calling for various non-ordained types of Christian ministries, for example, chaplaincy, leadership, counselling, community development/upliftment.
• Train learners for full-time ministry and lay persons who have expressed the desire to exercise a transformational influence within their respective communities.

Whilst the general requirement for ordained full time Christian Ministry is a Diploma or a Degree, there are those who wish to pursue Postgraduate training within this specific field for the purpose of research, teaching, training, publishing and also further equipping and enhancing their skills. This qualification aims to provide quality Postgraduate training for those learners who have expressed keen interest and desire to pursue their studies in this regard.

Qualifying learners will be able to

• Provide good Christian leadership within the church and community.
• Apply Biblical theology and models of leadership.
• Apply ethical insight and values.
• Understand implications for ethical leadership of self, society and the world we live in.

Rationale

The qualification is developed to foster transforming leaders for the church and nation by providing the spiritual formation, ethical development and academic training required to grow mature, informed, and vocationally skilled leaders of integrity, faithfulness and excellence.

The Bachelor of Theology Honours qualification is designed to prepare ministers, church workers and lay persons who wish to make an informed and fruitful contribution to the transformation of their respective communities, through programmes that positively contribute to spiritual upliftment, human empowerment, ethical living, leadership and community development.

This qualification addresses the need for church leaders with a developing soundness of character, knowledge of the Bible and theology, leadership, ethics, teaching, counselling, administration, evangelism and community development.

This qualification is also suitable for ministers in training for the ordained ministry who have completed first-Degree level qualifications, and also for those already ordained who have interest in post-ordination training that is vocationally centred and focused on practical outcomes.

This qualification also prepares those who wish to advance their studies beyond a first Degree for either vocation or professional purposes.

Recognition of Prior Learning (RPL)

The Institution's Recognition of Prior Learning (RPL) is followed as an integral part of education and academic practice. It is acknowledged that all learning has value and prior learning may be assessed to award credit where relevant. Learners can apply for RPL against a module, or part/full qualification for learning obtained through forma. Informal and non-formal learning. Learners need to submit a Portfolio of Evidence for assessment, and credits/exemption may be granted for some modules in the qualification, and/or admission may be granted into the qualification. Leaners have the opportunity to appeal against the assessment results where credits or admission were not awarded.

Entry Requirements

The minimum entry requirements to this qualification is a

Bachelor's Degree in Theology at National Qualifications Framework (NQF) Level 7.

Or

Bachelor of Arts in Religious Studies at NQF Level 7.

Or

Advanced Diploma in a related field.

This qualification consists of compulsory modules at National Qualifications Framework (NQF) Level 8 totalling 128 Credits.

Modules

• Theory and Methods, 20 Credits.
• Biblical Foundations of Christian Leadership, 20 Credits.
• Transformational Leadership: Values Based Ethical Leadership, 20 Credits.
• The Theology/ies of Leadership, 20 Credits.
• Research Project, 48 Credits.

1. Apply knowledge of leadership theories to given contexts.
2. Demonstrate critical insight into the various viewpoints related to Christian Leadership.
3. Apply the biblical theology and models of leadership.
4. Assess leadership by examining aspects which define and form theologies of effective leaderships.
5. Evaluate theological assumptions in contemporary views of leadership.
6. Apply various frameworks of ethical insight, finding implications and application for leadership of self, society the world we live in.
7. Examine the implications of Ethical Values Based Leadership.
8. Apply problem-solving techniques in congregations and communities.
9. Demonstrating effective Leadership in Practice.
10. Conduct research and produce new information linked to the practice of leadership.
11. Communicate faith concepts independently.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate foundational working knowledge of the range of theories, concepts, including general and secular definitions and principles of leadership from theological and other sources.

Associated Assessment Criteria for Exit Level Outcome 2

• Interpret, compare and critically analyse biblical and other texts in the context of Leadership skills.
• Use other sources and disciplines to interpret biblical and other texts.
• Address faith questions as this relates to Christian Leadership.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify leadership themes, philosophies and styles throughout the Scriptures.
• Use biblical models as examples in defining what spiritual leadership, management, and administration should be and should not be.
• Analyse, develop, compare, and contrast contemporary leadership models with biblically based characters and characteristics.
• Appraise giftedness, calling, ministry vision, and personal issues impacting the ability to provide effective leadership.
• Propose a Gendered theology of leadership using biblical examples.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify and assess various theological profiles of leadership.
• Draw conceptual parallels of Christian leader in contemporary African context.

Associated Assessment Criteria for Exit Level Outcome 5

• Evaluate various theologies of leadership and contemporary approaches to leadership.
• Explain the theories and theologies of leadership, and how these are applicable in their contexts.
• Apply the theologies of leadership in understanding the theories, values, skills and methods that characterise a variety of desired portraits of leadership in contemporary contexts.

Associated Assessment Criteria for Exit Level Outcome 6

• Engage a wide range of ethical frameworks to address issues of decision making.
• Evaluate how Scripture appropriately shapes the church's moral discourse as ethical leaders in the making, utilising Biblical examples/characters.
• Explore the relevance of other ecclesial practices, of reason, tradition, and experience to the church's moral discourse.
• Evaluate ways in which moral theology and moral discourse has always been shaped by the social and historical location of the churches.
• Explore moral discourse as it applies to everyday lived experiences and leadership placements.
• Apply knowledge and critical insight into the complexities of current moral issues.

Associated Assessment Criteria for Exit Level Outcome 7

• Identify current situations that probe ethical thinking and require an ethical response.
• Explore ethical judgments and decisions against faith convictions and biblical/theological values as it relates to Leadership.
• Evaluate the ecclesiological claim that churches are by tradition and vocation communities of moral discourse, deliberation, and discernment by being a community of memory.
• Engage, analyse and critique styles of leadership in Africa (both religious and secular) that were both positive and negative.

Associated Assessment Criteria for Exit Level Outcome 8

• Explain how cultural and aesthetic awareness across a range of social contexts contribute to crises and conflicts.
• Identify and solve problems, make responsible decisions, demonstrating critical and creative thinking.

Associated Assessment Criteria for Exit Level Outcome 9

• Apply the practical requirements under the supervision of a senior leader.
• Evaluate accountability, adaptability, flexibility and maturing as a leader in training within the range of critical skill sets in practical assessments.
• Analyse the impact of cultural and religious differences on inter and intra community relations.
• Demonstrate sensitivity towards different cultures and religions.
• Evaluate current leadership trends from a biblical and theological perspective.

Associated Assessment Criteria for Exit Level Outcome 10

• Investigate critical areas of leadership in various communities, focusing on the discourses of, for example, gender, patriarchy, ethnicity, race relations, youth, children, etc.

Associated Assessment Criteria for Exit Level Outcome 11

• Demonstrate competence in both written and spoken communication, communicate faith concepts, lead meetings, lead bible study groups, lead an organisation, and lead a congregation.

Integrated Assessment

The different modes of delivery of this qualification have appropriate policies and procedures for internal assessment; internal and external moderation; monitoring of learner progress; explicitness, validity and reliability of assessment practices; recording of assessment results; settling of disputes; the rigour and security of the assessment system; and for the development of staff competence in assessment. The purpose of formative assessment is to assess the progress of each seminarian (learner) in terms of academic attainment against the stipulated standards appropriate to each course within the overall framework of the standards defined in the qualification.

Assessment may be formative or summative in nature. Formative Assessment describes an assessment process that provides developmental feedback to a learner so that they can adjust their plan for future learning. It is not recorded for external purposes. Formative Assessment is often called 'Assessment for learning'. Summative Assessment describes an assessment process that is generally undertaken at the end of the programme of learning, which is used to make a judgement on the learner's overall attainment. A key purpose of Summative Assessment is to record, and often grade, the seminarian's performance in relation to the stated learning objectives of the qualification and the designated National Qualifications Framework (NQF) levels.

Various instruments may be utilised for the purpose of assessing learners. These include

• Assignments: Reading Reports/Essays et cetera).
• Case studies.
• Examinations.
• Extended response questions.
• Journal-keeping.
• Multiple choice questions.
• Multiple response questions.
• Oral questions.
• Practical exercises - Specifically leadership in practice.
• Discussions.
• Projects.
• Role-plays.
• Personal Interviews Questionnaires.
• Simulations.