Bachelor of Theology Honours

Purpose

The purpose of the Bachelor of Theology Honours is to produce quality learners with advanced specialisation in elected major with increased practical exposure to ministry and an ability to think independently and conduct research at an appropriate honours-level comfortably.

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

• Demonstrate that the knowledge of the core subject matter in the major fields of theological studies is attained, understood, and applied, and engage the knowledge in relevant disciplines and practices through integration and application.
• Demonstrate interaction with the subject matter in the pursuit of knowledge from multiple sources which are evaluated, compared, reviewed, and reflected upon as an activity of knowledge production in theological fields of study.
• Demonstrate an understanding of the complexities and uncertainties of selecting, applying, and transferring relevant methods and procedures to a range of problems and situations within the scope of evangelical theological studies.
• Use a range of specialized theologically informed skills to identify, analyse and address complex problems, using relevant, biblically grounded knowledge from appropriate theological fields.
• Identify and address ethical issues based on critical reflection on biblical standards with contemporary and contextual applications.
• Critically review information gathering, data synthesis, evaluation, and management processes within the scope of select theological fields.
• Present and communicate academic and theologically relevant ideas and texts effectively to a range of audiences, offering relevant and biblically coherent insights, thoughtful interpretations and contextually relevant applications and solutions to problems.
• Operate effectively within a system and demonstrate the ability to competently lead within a system with an understanding of the roles, relationships, and other elements within the system.
• Apply learning strategies which effectively address the learner's professional and ongoing learning needs as well as the professional and ongoing learning needs of others.
• Take full responsibility for one's own work, decision-making, and use of resources, and, where appropriate, maintain accountability for the decisions and actions of others.

Rationale

This qualification will fulfil a need within the theological education sector. According to the Centre for the Study of Global Christianity, 95% of pastors worldwide have had no formal theological training, the institution is committed to widening access to theological education in Southern Africa so that more people, particularly those who are already in ministry, can be adequately trained.

This qualification will train people for ministry to postgraduate level, as well as a greater number of potential trainers and prepare learners adequately for ministry employment. This is also in accordance with the principle of providing people with opportunities to engage in lifelong learning. Through market research and engagement with various stakeholders including local church pastors, denominational leaders, and other ministry organisations, the institution has learnt that there is a strong desire for a three-year qualification at NQF Level 7 and an Honours degree at NQF Level 8 instead of the four-year Bachelor of Theology degree at NQF Level 8, providing learners with greater flexibility and wider opportunities to pursue studies that align with their ministry interests.

The qualification will meet the learner's need of attaining the qualification for recognition by various denominational bodies for professional ministry recognition (ordination). This qualification meets the requirements for ministry recognition within the Baptist Union of Southern Africa and has been developed in consultation with experts from the denomination. The growing number of independent and non-denominational churches also trust this institution for ministry training purposes and recognise this qualification.

Furthermore, intentional steps have been taken to bring about progress toward the Africanisation of the curriculum. This curriculum redevelopment and renewal is of benefit to both the learner and broader society as learners are equipped with contemporary skills that are needed in the real world today and prepared to face contextual realities.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Arts in Biblical Studies, NQF Level 7.

Or

• Advanced Diploma of Theology, NQF Level 7.

Or

• A related qualification in the related field, NQF Level 7.

This qualification consists of the following compulsory and electives modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 72 Credits

• Christian Theological Ethics, 12 Credits.
• Contemporary Theology, 12 Credits.
• Specialised Research, 30 Credits.
• Ministry: Leadership Management and Practice,18 Credits.

Elective Modules, Level 8, 48 Credits (Select two modules)

• Pastoral Studies, 24 Credits.
• Youth Studies, 24 Credits.
• Missionology, 24 Credits.
• Christian Counselling,24 Credits.

1. Demonstrate that the core knowledge of the subject matter in the major fields of theological studies is attained, understood, and applied, and engage the knowledge in relevant disciplines and practices through integration and application.
2. Demonstrate interaction with the subject matter in the pursuit of knowledge from multiple sources which are evaluated, compared, reviewed, and reflected upon as an activity of knowledge production in theological fields of study.
3. Use a range of specialised theologically informed skills to identify, analyse and address complex problems, using relevant, biblically grounded knowledge from appropriate theological fields.
4. Address ethical issues based on critical reflection on biblical standards with contemporary and contextual applications.
5. Review information gathering, data synthesis, evaluation, and management processes within the scope of select theological fields.
6. Communicate academic and theologically relevant ideas and texts effectively to a range of audiences, offering relevant and biblically coherent insights, thoughtful interpretations and contextually relevant applications and solutions to problems.
7. Demonstrate the ability to competently lead within a system with an understanding of the roles, relationships, and other elements within the system.
8. Apply learning strategies which effectively address the learner's professional and ongoing learning needs as well as the professional and ongoing learning needs of others.
9. Take full responsibility for one's own work, decision-making, and use of resources, and, where appropriate, maintain accountability for the decisions and actions of others.

Associated Assessment Criteria for Exit Level Outcome 1

• Acquire biblical and theological knowledge in requisite major discipline fields and described and engaged through interaction with research sources including prescribed texts.
• Interact with specialised knowledge within a chosen major field through assignment topics being researched according to prescribed tasks.
• Explain biblical and theological concepts relevant to ministry applications within the scope of accepted evangelical thought.
• Gain contextual and contemporary knowledge through observation and critical reflection in typical ministry situations through case studies.

Associated Assessment Criteria for Exit Level Outcome 2

• Undertake research using a variety of credible academic sources that include a range of perspectives.
• Evaluate research sources for academic credibility, theological and biblical accuracy, and relevancy to contemporary and contextual applications.
• Reflect knowledge upon and interpreted through the lens of biblical truth and the learner's own worldview.
• Provide critical commentary on acquired knowledge as part of the process of knowledge production.
• Solve and reflect on situational problems relevant to the field of theological study in critical ways considering the contemporary and contextual situation.
• Present cognitive flexibility evidence through critical reflection on complex and uncertain topics in practical theology.
• Collect, order, analyse and evaluate theological and biblical information independently for the purpose of academic research work.
• Give suggestions toward practical application where appropriate.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse the complexity of emerging worldviews and comparative religious perspectives in relation to a biblically informed worldview for application within contemporary theology.
• Explain biblical knowledge in relation to pastoral situations within the church and mission field as well as broader society.
• Use professional skills within simulated and enacted ministry situations through practical application within exposure opportunities and case studies.
• Identify the relationships between theoretical and practical concepts.
• Use research sources to draw application principles relevant to the contemporary context.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify ethical issues within the church and Christian ministry contexts within the scope of biblical principles.
• Suggest contemporary and contextual solutions to ethical issues using sound theological principles within given assignments.
• Reveal insight into the importance and application of personal ethics and integrity through case studies and embody a commitment to ongoing personal development.
• Ensure that professional skills are evidenced through the successful completion of practical requirements under pastoral supervision.
• Engage in personal development activities as provided for within the given and hidden curriculum.
• Utilise opportunities for accountability and mentorship within the context of a local church.
• Apply ethical principles in the undertaking of research, including citation of research sources and the avoidance of plagiarism.

Associated Assessment Criteria for Exit Level Outcome 5

• Collect and order research information from credible sources independently.
• Consider a theoretical framework for research and apply it in a dissertation of limited scope.
• Use a theoretical and practical framework to demonstrate the progression and relationship of ideas.
• Synthesise and evaluate data from multiple credible research sources across theological fields and disciplines.
• Integrate theoretical, vocational, and personal-spiritual learning in a holistic way through select assignment topics.

Associated Assessment Criteria for Exit Level Outcome 6

• Produce coherent research which displays logical thinking processes, progression of arguments, and conclusions.
• Prepare and deliver expository sermons which demonstrate sound preparation, biblical faithfulness in interpretation, and the correct usage of specialised techniques including exegesis, textual analysis, and homiletics.
• Present in an academic manner to show compliance with the prescribed formatting and reference standards.

Associated Assessment Criteria for Exit Level Outcome 7

• Lead ministry activities within the context of a local church or ministry organisation.
• Preach a sermon within a chosen context.
• Navigate challenges within ministry activities with applicable solutions.
• Apply theological and biblical learnings to ministry situations.
• Engage in opportunities to be mentored by a more senior leader for the sake of personal and professional development.

Associated Assessment Criteria for Exit Level Outcome 8

• Exemplify a commitment to lifelong learning both as a personal lifelong learner and as a competent trainer or mentor of others.
• Competently lead and manage ministry activities within a specific field and context.
• Translate acquired knowledge and skills into a variety of contexts and over multiple disciplines.
• Integrate research and cognitive processes contextually at an advanced level of proficiency across the sub-disciplines of theology.

Associated Assessment Criteria for Exit Level Outcome 9

• Work independently within given timeframes through adherence to due dates and scheduled learning and teaching activities.
• Display good time management ability and self-leadership through the preparation of a study plan and schedule.
• Take responsibility for decisions made and the consequences of mistakes, using these as opportunities to learn and make corrections.
• Respond to feedback through the improvement of future learning tasks.
• Build rapport with a local church congregation through regular involvement and engagement in practical learning opportunities.