Bachelor of Theology Honours

Purpose

The purpose of the Bachelor of Theology Honours is to provide learners with deeper knowledge of theories and methods in the field of theology in which they major. This qualification will provide learners with basic research skills to assist communities or employers in exploring current problems from fresh perspectives, i.e., become resource persons. Learners will work as teachers or leaders of religious, community, and government institutions. This qualification will allow learners to be able to articulate vertically to advanced studies (e.g. Master of Theology)

This qualification typically attracts learners for church ministry and those working with faith-based organisations, all of whom bring to bear on their studies issues that they confront in the field. Learners who achieve this qualification can ask critical and complex questions about real-life issues that emerge in the field. Learners will make meaningful contributions to theological, ethical, and global-political debates. Learners will be able to design, write, offer, and foster an awareness of the crucial importance of religion in contemporary society, and undertake basic research around pressing societal issues to inform solutions and work across religions and confessions towards the betterment of the community being served.

Upon completion of this qualification, qualifying learners will be able to

• Understand and apply theological theories, research methods, and techniques.
• Interrogate and evaluate multiple sources of theological knowledge.
• Appreciate the complex nature of social phenomena.
• Present and communicate effectively to a range of audiences.
• Take full responsibility for their work, their decisions, as well as their subordinates.

The Bachelor of Theology Honours (BTh Hons) is designed to meet the needs of those interested in or already involved in Christian ministry. In the absence of a national professional body for the theology discipline, the Bachelor of Theology Honours exists to prepare for advanced academic endeavour those learners who desire to further their theological knowledge, (b) serve those who are already in the field and seek skills to tackle issues encountered in the field, facilitate via RPL the academic qualification of those who did not achieve normal entry into university due to South Africa's socio-economic history, but who hold NQF Level 5 or 6 qualifications in Theology alongside years of community and religious service.

The Bachelor of Theology Honours degree is a necessary intervention given the important role that Christianity plays within society. In many cases, the local priest serves as de facto community leader relied upon to guide a range of issues. It follows that a better-informed and critical thinker will play much-needed roles within his/her own tradition as well as across religious traditions. Furthermore, this qualification benefits various sectors of society by producing observant, skilled and analytical thinkers who can tackle head-on those opportunists within society who are taking advantage of the absence of a sanctioning body for religious ministers and thus exploit religious communities for personal enrichment.

Ministers of religion in their individual capacity, and churches as organizations, have expressed the need for their functionaries to receive further training in various aspects of their professions. Those who typically enrol for this qualification are clergy that desire to improve their knowledge and skills, laypersons who play varying roles within communities e.g., within NGOs, and individuals who desire to teach theology or pursue research in the field, chaplains, counsellors, school teachers, and politicians.

Aside from established historical denominations, represented by such bodies as the South African Council of Churches, even leaders of nascent African Independent Churches have expressed urgent desire for theological training. This qualification thus serves as an equalizer and standard for all those who, despite assorted backgrounds, happen to be engaged in religious and community service. Depending on specialization, those who complete this qualification can work as pastoral counsellors, teachers or educationists, translators, priests, or leaders of community organizations.

Recognition of Prior Learning (RPL) is an important consideration for this qualification. RPL offers an alternative access route into a programme of learning to those who do not meet the specified qualification entry requirements stated above. Religious practitioners who have been in service for significant periods of time and have regularly upskilled themselves in recognisable ways (lifelong learning ethos) may through RPL be awarded qualifications or part-qualifications registered on the NQF.

UKZN's Recognition of Prior Learning Policy and rules and procedures are considered when learners apply for RPL. UKZN General Rule 7b (GR7b) states: "An applicant who has graduated from another tertiary institution or who has in any other manner attained a level of competence which, in the opinion of the Senate, is adequate for the purpose of postgraduate studies or research, may be admitted as a learner of the University".

The South African Qualifications Authority (SAQA) National Policy and Criteria for the Implementation of the Recognition of Prior Learning (amended March 2019) and The Council of Higher Education, Recognition of Prior Learning, Credit Accumulation and Transfer in Higher Education (2016) apply to this programme, in terms of the implementation of RPL, as it strives to respond to socio-economic redress of historically disadvantaged communities.

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 programme. 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. RPL applications are then presented by the School Teaching and Learning Committee to the College Academic Affairs Board meeting.

The minimum entry requirement for this qualification is

• Bachelor of Theology, NQF Level 7

Or

• Cognate Undergraduate Qualification at NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 128 Credits.

Compulsory Modules, Level 8, 96 Credits

Compulsory Modules, 96 Credits

• Research Methodology in Religion & Theology, 16 Credits
• Method and Theory in Religion & Theology, 16 Credits
• Theology Honours Research Project, 32 Credits

And one 32 Credit Module from the following Majors

• Theology in the African Context, 32 Credits
• Transformation-Centred Christian Education, 32 Credits
• Advanced Biblical Interpretation, 32 Credits
• History of Missions and Churches, 32 Credits
• Church and Development, 32 Credits
• African Women's Theology, 32 Credits

Elective Modules, Level 8, 32 Credits: (select two from the following)

• Studies in African Instituted Churches, 16 Credits.
• Exegesis of Selected Biblical Texts, 16 Credits.
• Clinical Pastoral Education, 16 Credits.
• Critical Reflection on Development Praxis, 16 Credits.
• Biblical Hermeneutics: Women and Gender, 16 Credits.
• Issues of Masculinity and Gender, 16 Credits.
• Theologies of Transformation: Religion and Governance, 16 Credits.
• Key Themes: Ecumenical Perspectives, 16 Credits.
• Retrieving Oral Memories, 16 Credits.

1. Demonstrate understanding of the history of global methods of critical enquiry for theology.
2. Analyze the use of sacred texts and critically evaluate the implications of varied interpretations.
3. Investigate the legacy of theology within the modern and postmodern African contexts.
4. Address church and community problems using creative contextual approaches to ministry.

Associated Assessment Criteria for Exit Level Outcome 1

• Differentiate between theological subjects (i.e., Biblical Studies, Ethics, Systematic Theology, Ministerial Studies, and History of Christianity) in light of how and why they came about.
• Compare the different methods that can be applied in Theology broadly when doing research.
• Evaluate theological positions as presented in Christian writings over the years.
• Present findings of investigations orally.

Associated Assessment Criteria for Exit Level Outcome 2

• Review history of reception and use of the Bible across different periods and contexts.
• Use a variety of sources e.g., commentaries or dictionaries, for evidence and for guidance.
• Test the validity of different interpretations against the backgrounds in which they emerge.
• Reflect on the place of cultural background during biblical interpretation.

Associated Assessment Criteria for Exit Level Outcome 3

• Display knowledge of modern Christian missions in the African context.
• Identify, classify, and critique different African responses to said missions.
• Evaluate the legacy of modern missions against the performance of Christianity among Africans.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify connections between faith communities and societies in which they operate.
• Promote ethically sound interventions informed by understanding of the role of the church in society.
• Communicate and interact effectively within as well as across groups.
• Demonstrate respect for personal, cultural, and theological diversity within a pluralistic society.

The assessment of modules is informed by the institution's Assessment Policy. In keeping with said policy, assessment will combine Formative and Summative assessment 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 hold the qualification. During both formative and summative assessments, students 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, creative application of learning in an ethical manner.

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