Bachelor of Theology Honours

Purpose

The purpose of the Bachelor of Theology Honours is to present an in-depth overview of Christian Theology and Ministry, focusing on Biblical Studies (Old and New Testament), Systematic Theology, Church History, Missions, Ministry Training and Biblical languages (Greek and Hebrew). The qualification is aimed at Christian men and women who are interested in ministry, pastoral counselling, Biblical Studies, cross-cultural missions and outreach, ethical orientation and establishment of values and community development. The aim is to qualify persons to work effectively in Africa and throughout the world. The curricula include the following themes to equip learners: ethical aspects of human rights, creative Bible instruction to children, cross-cultural enrichment in worship, central themes in African Christian theology, cultural and aesthetic sensitivity to a variety of social relations, and practical application of the principles and interpretation of the Bible to contextual issues such as HIV/AIDS, gender issues, ecology, property rights, corruption, sexual morality and child abuse.

Learners who obtain this qualification are generally able to function effectively in facets of the following

• Valid interpretation of the Old and New Testaments in the original languages through the use of tools and with the consideration of the original context.
• Integrate in-depth theoretical principles for the fields of work in the church with their approach to church ministry or various pastoral situations or missionary contexts.
• Read, analyse and interpret Hebrew Old Testament and Greek New Testament.
• Formulate and implement theories for the practice of church ministry.

Rationale

With a population of over 50 million people, South Africa remains a largely Christian nation, with over 76% of South Africans claiming to be Christian. There is a need to meet both the spiritual and physical needs of a large segment of South African society through training.

At present many ministers and pastoral workers lack adequate training. There is a growing need for knowledge of the Bible, ways to communicate with people of different beliefs, and the upliftment of the poor and people who have to cope with difficult living conditions. This qualification equips learners to participate in, for instance, upliftment programmes in South African society, and to create values and entrench them in leaders who can, in turn, implement these values in accordance with the bill of fundamental rights.

This qualification seeks to produce employable graduates that will cater for dozens of Christian organisations in South Africa and around the world. There is a high demand for graduates with this qualification. The comprehensive curriculum not only meets the academic requirements for employment, but also the spiritual, practical, and character requirements as well. The qualification will produce quality graduates prepared for Christian work.

In the compilation of this qualification, job opportunities and the human resources needs of the country were taken into consideration. This qualification articulates upwards to a Master in Theology (MTh).

Recognition of Prior Learning (RPL)

This qualification may be obtained through RPL in line with the national and institutional RPL policies.

For access

When learners do not meet all the formal entrance criteria. By way of their portfolio and other assessments, learners enter a process of mediation and preparation to assess their readiness for entry into the qualification.

For credits

Learners may be granted credits for a module/s as a course based on past experience and knowledge acquired, both formally, informally and non-formally.

RPL learners will be fully informed about the application process. Support and guidance will be available, throughout the process, to ensure that learners have accurate information and that they do not have unrealistic expectations. The nature and range of evidence considered appropriate for a claim of RPL will be explained. Learning outcomes against which RPL assessed will be made clear as will the need for current, relevant knowledge which supports these outcomes.

A combination of flexible, contextualized assessment methods will be employed. The skills and knowledge to be assessed will determine, to some extent, the instruments used to measure RPL.

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 NQF Level 8 totalling 128 Credits.

Compulsory Modules, Level 8, 96 Credits

• Old Testament Studies: Interpretation and Special Issues, 16 Credits
• New Testament Studies: Interpretation and Special Issues, 16 Credits
• Systematic Theology, 16 Credits
• Research Methodology, 16 Credits
• Mini-dissertation, 32 Credits

Elective Modules, Level 8, 32 Credits (Select two modules)

• Church History, 16 Credits.
• Pastoral Theology, 16 Credits.
• Missions, 16 Credits

1. Identify, distinguish and evaluate more advanced concepts and theories about theology as a human and social science.
2. Integrate and apply the range of theological concepts and disciplines (the theological encyclopaedia).
3. Critically compare and use theological and other sources at a more advanced level to explore faith questions and proclaim Christian faith in context.
4. Identify and develop their personal faith in critical interaction with their context and people with differing views, and exhibit a more advanced degree of critical self-awareness.
5. Engage in and articulate critical and creative theological thinking at a more advanced level.
6. Play a moral and constructive role by developing and applying core human and Christian values to contexts, and being critical of all value systems.
7. Develop and evaluate insights arising from the various theological disciplines that may contribute to the development of Christian ministry and life.
8. Use varying theological disciplines to develop critical thinking concerning issues of power and leadership in church and society.
9. Be aware of, and be able to interact constructively with, multicultural and multi-faith communities, from a theological perspective.
10. Apply the insights of one or more disciplines to identify and critique issues of church and society.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate critical insight into the various viewpoints related to theological issues
• Formulate own idea about theological issues.

Associated Assessment Criteria for Exit Level Outcome 2

• Integrate theory and praxis.
• Demonstrate knowledge of various theological terms and disciplines.

Associated Assessment Criteria for Exit Level Outcome 3

• Interpret, compare and analyse biblical and other texts.
• Use other sources and disciplines when applicable to interpret biblical and other texts.
• Critically address faith questions and communicate the Christian message in context.

Associated Assessment Criteria for Exit Level Outcome 4

• Give an insightful and critical account of the history and values of their faith community and their personal faith development.
• Integrate personal faith development with theological discourse and ministry in faith communities.
• Formulate and critique own presuppositions.

Associated Assessment Criteria for Exit Level Outcome 5

• Identify, classify, analyse, compare and critically evaluate different theological positions.
• Critically derive theological meaning from different theological views.
• Present and defend arguments combining insights gained from different theological genres.

Associated Assessment Criteria for Exit Level Outcome 6

• Engage in more advanced critical insight into the complexities of current moral dilemmas.
• Identify, compare and critique key human and Christian ethical principles.
• Appropriately engage their learning and analysis at a more advanced level into value-based decisions and actions.
• Identify and evaluate value systems.

Associated Assessment Criteria for Exit Level Outcome 7

• Identify and analyse individual, group and societal areas about Christian ministry and life.
• Use theological skills to develop, adapt and critique different models for Christian ministry, life and society.

Associated Assessment Criteria for Exit Level Outcome 8

• Relate insights derived from theological disciplines to issues of power and leadership in church and society.
• Identify and evaluate issues of power and leadership in church and society.

Associated Assessment Criteria for Exit Level Outcome 9

• Give a reliable account of the history and value of other faith communities.
• Analyse the impact of cultural and religious differences on inter and intra-community relations.
• Be sensitive towards different cultures and religions.

Associated Assessment Criteria for Exit Level Outcome 10

• Use more advanced analytical skills to identify, explain and respond appropriately to issues of church and society.
• Participate as responsible citizens in the life of local, national and global communities.

Integrated Assessment

Assessments are conducted continuously by formative and summative means. Learners are provided with assignment tasks, peer evaluation tasks and other methods of assessment. The responses are assessed against an assessment instrument. The pass grade is 50%. Leaners must demonstrate the ability to apply theory to practice, complete research tasks and demonstrate attitudes and values appropriate to the qualification. Evidence is required that the learner is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. The assessment strategy as a whole provides the evidence that must be demonstrated through a variety of categories such as knowledge, skills, application, attitude and values, both formative and summative.

Formative Assessment

• Supports the teaching and learning process.
• Provides feedback to the learner on his/her progress.
• Diagnoses the learner's strengths and weaknesses.
• Assists in the planning of future learning.
• Is developmental in nature and contributes to the learner's capacity for self-evaluation.
• Helps to make decisions on the readiness of the learner to do a summative assessment.
• Lecturers apply traditional and alternative, more creative, methods and techniques of assessment to determine the participation mark.
• The weight of the marks assigned to each formative assessment must be clearly communicated to the learners.
• No single assessment may count more than 40% of the participation mark.
• Lecturers will keep a record of all formal formative assessment opportunities as proof.
• Marks are not necessarily allocated, and, if allocated, not taken into consideration for admission to a summative assessment opportunity.

Summative Assessment

• Summative assessments are conducted to make a judgment about the level of competence of learners concerning the outcomes of a module and/or qualification. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or fail.
• Summative assessment, in the form of a final examination, is used towards calculating the module mark. The Faculty (in consultation with the Academic Dean) can decide on the weight of summative assessment in relation to formative assessment.
• In instances where summative assessment is based on a practical assignment(s), a report or portfolio, a final examination is not required and the allocated and moderated mark is the learner's final (total) mark for the module.
• Examination papers are not remarked. Examination and marking papers are subjected to a moderation process for quality control.