Bachelor of Theology Honours

Purpose

The qualification aims to prepare learners for research-based postgraduate study. The Bachelor of Theology Honours serves to consolidate and deepen the learners' expertise by acquiring a comprehensive, critical and systematic knowledge of Christian Theology. The learner will gain a particular theological discipline and become conversant with a contemporary religious discourse which requires a high level of theoretical engagement and intellectual independence. Furthermore, the qualification will enable learners to develop their research capacity in the methodology and techniques relevant to theological disciplines.

On completion of the qualification, learners will demonstrate

• Integrated knowledge of and engagement with Theology as a human and social science and a critical understanding and application of theories relevant to Theology;
• The ability to integrate and apply the range of theological concepts and disciplines (the theological encyclopaedia);
• The competence to critically compare and use theological and other sources in an integrated manner to explore faith questions and proclaim Christian faith in context;
• Development of their faith in critical interaction with their context and people with differing views, and exhibit a critical self-awareness;
• Engagement in and articulation of critical and creative theological thinking at a more advanced level;
• The ability to play a moral and constructive role by developing and applying core human and Christian values to contexts, and being critical of all value systems;
• Development and critical evaluation of insights arising from the various theological disciplines that may contribute to the development of Christian ministry and life;
• The ability to apply to interrogate varying theological disciplines to develop critical thinking concerning issues of power and leadership in church and society;
• Sensitivity to and interact constructively with, multicultural and multi-faith communities, from a theological perspective, and
• Advanced ability to apply the insights of one or more disciplines to identify and critique issues of church and society.

The curriculum design will accommodate learning that is more challenging, integrating professional and contextual knowledge. It consists of exposure to and the study of the leading academic disciplines of Theology. Successful completion of the qualification, in correlation with the Exit Level Outcomes, equips learners with:

• An extensive knowledge base,
• Analytical and interpretative skills to guide systematic reflection,
• Critical and valid interpretation and arguing of the theories and established techniques relevant to the different sub-disciplines,
• To communicate detailed knowledge coherently and effectively in well-formulated arguments to individuals and a wide range of audiences,
• The ability to convey information in terms of a written research report,
• Utilising academic discourses, based on the interrogation of multiple sources,
• The capability to solve problems, and independently and
• Integrity to manage and apply well-developed processes of analysis, synthesis and evaluation.

Rationale

The Constitution of the Republic of South Africa (Act 108 of 1996) provides the basis for redress that underpins curriculum transformation and development in the post-apartheid South African society. Consequently, the qualification will contribute to the social change and holistic development of learners. The qualification will focus on healing the divisions of the past and establishing a community based on democratic values, social justice and fundamental human rights. The qualification will also improve the quality of life of all citizens and free the potential of each person. In line with the Bill of Rights, the qualification lays a foundation for the achievement of these goals by being sensitive to issues that promote inequality such as poverty, race, gender, language, age, disability. Thus, denominations, faith communities, partners of the Faculty of Theology and individuals will engage in ministry or community-related service. They will also engage in particular, with disadvantaged communities and regions. Thus, the enhanced classical-reformational determined theological education provides for:

• A thorough grounding in knowledge, theory, and (moral) principles,
• A higher level of skills and a broader range of competencies associated with professional requirements; and
• Adequate preparation for further postgraduate studies.

However, due to employment obligations, financial constraints, logistical issues, etc., a growing number of potential learners are deprived of the opportunity to address the need for the mentioned theological education. This situation is rectifiable by offering an appropriate professionally-orientated qualification through distance learning. This qualification thus bridges the physical, transactional and epistemic distance in teaching and learning.

Recognition of Prior Learning (RPL)

Admission to the qualification provides for RPL, as stipulated and managed by the institution's policy on Recognition of Prior Learning. The institution accepts the principle underlying outcome-based, resource-based and life-long learning, in which consideration of articulation and mobility plays a significant role. The institution also enables recognition of prior knowledge of formal teaching and learning qualifications at this or another institution or acquired informally (by experience). This recognition of prior learning is an indispensable element in the decision concerning admission to qualification and recognition of credits with the goal of placement in the qualification.

In Recognition of Prior Learning, the yardstick is the demonstrable knowledge and learning a learner has obtained, either through formal qualifications or through experience. At all times the question remains: What level of skill, evaluated in the context of the NQF Exit-Level skills, is required for the envisaged qualification or the modules within it, or for the status for which the learner is applying. Therefore, it is not just about the experience a learner has on his or her record. Recognition of Prior Learning is awarded based on the applied skills the learner demonstrates in the application in the light of the outcomes that are achievable with the chosen qualification.

The institution accepts Recognition of Prior Learning by awarding credits to prospective or existing learners - whether of this or another institution-should and must be conducted validly, reliably and fairly.

With regards to admission to the qualification, potential distance learners are comprehensively informed and carefully guided to the possibilities of Recognition of Prior Learning. It encompasses formal, non-formal and informal prior learning. The following, in particular, applies regarding:

- Non-formal and informal prior experiential learning

Learners - including mature age exemption - will be given Recognition of Prior Learning based on a submitted portfolio of evidence (including reports, testimonials mentioning functions performed, work records, videos of practice and performance records). The assessment will enable learners to acquire the required credits that meet be the applicable outcomes to admitted to the qualification.

- Formal prior learning

Prior accredited learning at tertiary level that constitutes credit-bearing modules (e.g. appropriate Short Learning Programmes, Certificates and Diplomas).

Where applicants do not meet the minimum admission requirements, RPL may be used to grant access to the qualification. RPL is according to the Recognition of Prior Learning, Credit Accumulation and Transfer, and assessment (CHE 2016) and the RPL policy.

Through its RPL policy, the Faculty of Theology will ensure that quality assurance processes address the specifications of the RPL process (including applications, assessment, and reporting and management systems). The policy will provide the administrative and support systems, both prior and after RPL assessment.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Theology, NQF Level 7.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 136 Credits.

Compulsory Modules, 56 Credits

• Research Methodology, 8 Credits.
• Introduction to the Interpretation of the Old Testament, 8 Credits.
• Honours Research Project, 32 Credits.
• Introduction to the Interpretation of the New Testament, 8 Credits.

Elective Modules, 80 Credits (Choose/Select five)

• General History of Church, Dogma and Missions, 16 Credits.
• Liturgical Practice, 16 Credits.
• Christian Social Ethics and Human Rights, 16 Credits.
• The Old Testament in the Modern World, 16 Credits.
• General History of Church, Dogma and Missions, 16 Credits.
• Liturgical Practice, 16 Credits.
• Missiology: Perspectives for the participation of the Church in the Missio Dei, 16 Credits.
• Contextual Child, Youth and Family Ministry, 16 Credits.
• Specific canonists of the New Testament, 16 Credits.
• Fundamental Homiletic Principles, 16 Credits.

• Integrate knowledge of and engage with Theology as a human and social science and demonstrate a critical understanding and application of theories relevant to Theology.
• Integrate and apply the range of theological concepts and disciplines.
• Critically compare and use religious and other sources in an integrated manner to explore faith questions and proclaim Christian faith in context.
• Develop faith in critical interaction with their background and people with differing views, and exhibit a more advanced essential degree of self- awareness.
• Engage in and articulate critical and creative theological thinking.
• Play a moral and constructive role by developing and applying core human and Christian values to contexts, and being critical of all value systems.
• Develop and critically evaluate insights arising from the various theological disciplines that may contribute to the development of Christian ministry and life.
• Apply interrogate varying theological disciplines to develop critical thinking concerning issues of power and leadership in church and society.
• Demonstrate sensitivity to and interact constructively with, multicultural and multi-faith communities, from a theological perspective.
• Apply the insights of one or more disciplines to identify and critique issues of church and society.

The following Associated Assessment Criteria will assess the Exit Level outcomes in an integrated manner.

• Review and interrogate the theories associated with Theology as a social science;
• Reflect and appraise the application of relevant theological methods to society;
• Distinguish between and apply theological concepts regarded as the theological encyclopaedia;
• Identify, analyse and synthesise suitable materials of biblical sources;
• Portray the ability to develop and communicate independent and defensible theological worldviews in oral and written format;
• Identify complex problems to contemporary ethical issues and propose possible solutions based on research;
• Conceptualise a research project through the practical process of data collection, critical analysis and interpretation;
• Give an insightful and essential account of the history and values of their faith community and their faith development;
• Apply advanced analytical skills to identify, explain and respond appropriately to issues of church and society;
• Integrate and use of the range of theological concepts and disciplines by incorporating theory and praxis.

Integrated Assessment

The policies and rules applicable to assessment are its integrity, credibility, recording and security. Concerning assessment in qualifications aught within the ambit of digital-mediated environments, the use of digital learning platform for ongoing formative assessment of different kinds (self-, peer- and tutor assessment). Feedback on formative assessment is as an integral part of the teaching and learning strategy. Measures protect the authenticity of the learners' submissions, including a discouragement of plagiarism. Procedures are stipulated to receive, record, process, and turn around assignments within a time frame that allows learners to benefit from feedback before the submission of further assessment tasks.

TThese policy guidelines resonate in the qualification. Assessment activities are appropriately structured and varied to accommodate the purpose of the qualification. The qualification also accommodates the intellectual levels as defined in skills, competencies and attitudes, the diversity of its learners and designed to support more independent, autonomous and accurate self-learning. There are clear assessment tasks embedded in module outcomes. The assessment applies to all module self-assessment activities, formative assessment tasks to the exit level summative assessment requirements.

A variety of formative assessment tasks includes

• Tests and Quizzes: Tests and quizzes are automatically graded and include feedback to learners. They are also used to monitor the progress of the learners with regards to the attainment of learning outcomes. As short tests, they are used to prepare for a whiteboard contact session or revising of key concepts after such a contact session. The short tests are for self-evaluation purposes. Also, tests and quizzes evaluate the quality of delivery, teaching and tutoring. In the qualification, these online tests accommodate the following types of questions: Multiple Choice; matching questions and answers; true or false;and fill in the blank.
• Assignments: Written assignments include activities such as summaries (e.g. to summarise an article in exactly 100 words); short/essay answers, paragraphs, and full-length essay type assignments.

According to the guidelines of the Faculty of Theology, the following assessment activities play a constitutive role in calculating the participation mark: participation tasks, formal formative tests and assignments (short assignments and essays). There are typically two to three smaller assignments per module per semester, and one major written assignment and small participation tasks (e.g. reading to be done and short questions regarding the reading).

The participation mark is a formative assessment, and the examination is a summative assessment. The ratio between the formative and summative assessments varies from module to module, but it is between 70:30 and 50:50.