Bachelor of Theology Honours

Purpose

The purpose of this Bachelor of Theology Honours is to consolidate and deepen the learner's knowledge in the academic discipline and to develop research capacity in the Theological research methodology. The qualification prepares learners for research-based postgraduate study and equips them to apply and/or transfer knowledge to specialised areas of the ministry work environment). The qualification demands a high level of theoretical engagement and intellectual independence.

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

The qualification will equip learners with specialised knowledge and theology about the Old Testament and New Testament regarding:

• The systematic scientific exposition of the theoretical doctrine concerning God and God's work, based on the dogmas of the Church.
• The empirical and theological theory of the interventions of the Christian faith in the praxis of modern society.
• Missiological issues and missional practice of the church.
• Critical reflection of church history.
• The empirical and theological theory to facilitate the holistic well-being of the members of the church in the behaviour and attitudes of the followers of Christ, not limited to instruction and guidance, but also includes the support of the whole being of the person of faith; and/or
• The empirical and theological theory for the intervention of the Christian faith in the praxis of establishing thriving communities.
• The empirical and theological theory for the intervention of the Christian faith in the praxis of multi- and interdisciplinary understanding of chaplaincy in a military, correctional and police context.
• The empirical and theological theory for the intervention of the Christian faith in the praxis of establishing and fostering child and family wellness.
• The empirical and theological theory for the intervention of the Christian faith in the praxis of youth development and support.
• The empirical and theological theory for the intervention of the Christian faith in the praxis of counselling to children, to facilitate the holistic well-being of children and provide appropriate support to children in need.

The qualification is designed to develop learners' academic and cognitive skills, ethical and professional actions, academic communication skills, personal management of own learning and accountability. These are collective in fulfilling the requirements for progression, as they provide the necessary entry requirements for admission to a Master's degree in Theology or equivalent.

Rationale

The Christian faith is growing rapidly in Africa and around the world. This extraordinary expansion of faith has the potential to make Africa one of the centres where global Christianity will be greatly influenced. Theological training is invaluable to ensure that the future of Christianity becomes one which is biblically grounded, ethically directed, and culturally relevant.

Research indicates that at least three hundred new churches are established weekly within the Southern African region. These new churches are led by ministers of whom the majority (80-90%) have no educational training in theology. As a result, churches that are managed on questionable principles and unacceptable practices relating to financial corruption and unethical manipulation of congregation members. This qualification was developed to fulfil its vision and mission to provide a biblical-based theological education within the Pentecostal/Charismatic sector of the church, to equip Christians for effective, responsible, and ethical ministry. Being such a large segment of South African society, their professional, ethical, and academic development will have a positive impact on their communities.

The development of the qualification was informed by values and the benefits of education and training set out in the constitution of the institution (2010:2), namely:

• To meet the learning needs and aspirations of individuals through the development of their intellectual abilities and aptitudes throughout their training and lives.
• To equip individuals to make the best use of their talents and of the opportunities offered by society for self-fulfilment.
• To be a key allocator of life chances for achieving equity in the distribution of opportunity and achievement.
• To address the development needs of society in a knowledge-driven and knowledge-dependent society, with the ever-changing high level of competencies and expertise necessary for growth and prosperity.
• To teach and train people to fulfil specialised social leadership functions.
• To contribute to the socialisation of enlightened, responsible, and constructively critical citizens; and
• To contribute to the creation, sharing and evaluation of knowledge and to engage in the pursuit of academic scholarship and intellectual inquiry through research, learning and teaching.

The qualification was motivated by the need for Theological training within the Pentecostal and Charismatic community in South Africa. The stakeholders and the target market that the qualification serves are the Pentecostal/Charismatic sector of the Church. This sector is the fastest-growing Church grouping in the world.

The institution wants to equip and mobilise the Christian network to shoulder some of the burden of the vast humanitarian crises in South Africa. Unemployment is an existential crisis for the youth. According to Stats SA, in South Africa, for the first quarter of 2022, the unemployment rate was 63,9% for those aged 15-24 and 42,1% for those aged 25-34 years. We have an HIV/AIDS orphan crisis that is unprecedented in the world with 2.3 million children being orphaned. It is estimated that a woman born in South Africa has a greater chance of being raped than learning how to read. Men who have been abused during childhood, are 5 times as likely to use violence against women. Frontline workers working in the context of healthcare, the military, correctional service, police and/or fire departments are staggering under the pressure and need for support. The qualification will address the needs of the church by the specialisation within the discipline of Practice Theology to include the modules: Pastoral counselling; Chaplaincy; Youth ministry; Child and Family wellness; Pastoral counselling of children and Community and Social Development.

The institution conducted research into the needs within the Pentecostal/Charismatic Church. The research was done by means of various research projects, and interviews with church leaders, pastors, and other sector stakeholders. The results revealed not only a need for undergraduate theological training but also post-graduate theological training and learning pathways to strengthen the sector and address the shortage of trained ministers. This qualification therefore 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.

The present existing problem within the Church has a long history. The Pentecostal sector was known worldwide as a movement that had shown resistance to academic theological training in the past. To a certain extent, this has changed within South Africa. The need for sound theological training is growing. Together with this need, there is also a realisation that the challenges within the Pentecostal/Charismatic sector in South Africa necessitate post-graduate training and especially research output within this component of the broader Church. The need was identified and expressed for research-based post-graduate learning paths in the Pentecostal/Charismatic sphere: the need for an own understanding of its theology especially as it is the fastest growing Christian segment in South Africa.

The typical range of learners for this qualification will be existing church leaders' pastors already active in the faith community (work environment) and future church leaders and pastors preparing to enter the workplace. It also includes general leaders within the church community who will not lead a faith community but will perform a supportive role such as community development, pastoral counselling, social development, youth work, child, and family wellness, etc.

South Africa's socio-economic situation contributes to it being a traumatised society. The South African government cannot address these needs alone. Civil society, churches, Non-Governmental Organisations, and the private sector all need to actively be involved in addressing the socioeconomic crises. The qualification will equip and mobilise the Christian network to shoulder some of the burdens of the vast humanitarian crises in South Africa.

The qualification allows the target market to a learning pathway within the specific focus area of the Pentecostal/Charismatic sphere, from undergraduate to a post-graduate degree, that will also provide future entry requirements for admission to a Master's degree in Theology or equivalent.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy 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 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.

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

• Advanced Diploma in Theology, NQF Level 7.

Or

• Bachelor of Biblical Studies, NQF Level 7.

Or

• Bachelor of Theology, NQF Level 7.

Or

• Bachelor of Theology in Christian Ministry, NQF Level 7.

This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

Compulsory modules, Level 8, 120 Credits

• New Testament, 15 Credits
• Old Testament, 15 Credits
• Dogmatics and Ethics, 15 Credits
• Pastoral Ministries, 15 Credits
• Academic proficiency, 15 Credits
• Research Methodology, 15 Credits
• Research Reporting Essay, 30 credits

1. Demonstrate specialised knowledge of, and engagement in the theological disciplines namely Church History, Dogmatics and Ethics, Missiology, New Testament, Old Testament, Practical Theology (Pastoral Ministries, Pastoral Counselling, Community and Social Development, Youth Work, Child and Family Wellness, Pastoral counselling of children and Chaplaincy).
2. Demonstrate an understanding of various theories, research methodologies, methods, and actions relevant to the theological disciplines, and demonstrate an understanding of how to apply such knowledge in a specialised area of ministry.
3. Demonstrate the ability to exhibit the capacity to interrogate multiple sources of knowledge in these theological disciplines of specialisation and to critically compare knowledge and the processes of knowledge production.
4. Demonstrate an understanding of the complexities and uncertainties by selecting, applying, or transferring appropriate theories, processes and actions pertaining to these theological disciplines to unfamiliar problems within various specialised areas of theology and practical ministry practices.
5. Demonstrate the ability to use a range of specialised skills to identify, analyse and address complex or abstract theological and ministry-orientated problems, drawing systematically on the body of knowledge and methods appropriate to theology and the ministry.
6. Demonstrate the ability to identify and address ethical issues based on critical reflection on the suitability of different ethical value systems to specific theological and ministry contexts.
7. Demonstrate the ability to critically review information gathering, synthesis of data, the evaluation- and management processes in specialised theological- and ministry contexts, to develop creative responses to academic- and practical problems and issues.
8. Demonstrate the ability to present and communicate academic, professional, and occupational ideas and texts effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to theology and the ministry.
9. Demonstrate the ability to operate effectively within a given theological disciplinary system, or manage a system based on an understanding of the roles and relationships between elements (concepts) within the system.
10. Demonstrate the skills, to apply learning strategies in a self-critical manner which effectively addresses the learner's own professional and ongoing learning needs and the professional- and ongoing learning needs of others.
11. Demonstrate the capacity to take full responsibility for the learner's work, decision-making and use of resources, and take accountability for the decisions and actions of others where appropriate.

The following Associated Assessment Criteria will be applied across all the Exit Level Outcomes

• Display an understanding of the concepts (elements) and their relationships within a given theological discipline.
• Systematically draw from the body of knowledge, the theories, research methodologies, methods and actions associated with a theological discipline to address complex or abstract theological and ministry-orientated problems.
• Gather information, analyse and synthesise information as part of a critical review process to develop a creative response to real-life issues.
• Develop the capacity to interrogate multiple sources of knowledge.
• Identify, analyse and address complex and/or abstract theological or ministry-related challenges.
• Systematically draw from the body of knowledge, theories, actions, and methods appropriate to the theological discipline.
• Anayse the complexities and uncertainties of selecting, applying, or transferring theories, processes and actions pertaining to unfamiliar problems and practical ministry practices.
• Offer creative insights, rigorous interpretations and solutions to problems and issues appropriate to theology and the ministry.
• Through critical reflection identify and appropriately address ethical issues in a specific theological and ministry context.
• Communicate academic-, professional- and occupational ideas and texts effectively to a range of audiences.
• Apply, in a self-critical manner, learning strategies to address his or her professional and ongoing learning needs as well as the professional and ongoing learning needs of others.
• Take responsibility for his or her work, decision-making and use of resources.

INTEGRATED ASSESSMENT

The assessments are managed in accordance with the institution's assessment policies. Both formative and summative assessments are employed in the qualification.

Formative Assessment

Formative assessments are in the form of written assignments and/or tests conducted in each module of the qualification, except the module Research Reporting Essay, that is, the conducting and reporting of research under supervision in the form of a Research Reporting Essay. weight is 30 credits (25% of the qualification). This Research Reporting Essay pertains to the work-integrated learning (WIL) component of the qualification and prepares the learner for research-based postgraduate study. The Research Reporting Essay is evaluated against an assessment rubric.

The purpose of the formative assessments is to enhance the learning of the learner and serve as an indicator to both the learner and the lecturer of the learner's strengths, weaknesses, and progress towards Exit Level Outcomes (ELOs). Assignments provide the opportunity for more situated, participative, and real-world-oriented learning. It allows for a "real life" challenge to organise the structure of learning rather than the academic subject alone. It creates a context that brings theory and practice together in a meaningful way. Formative assessment provides the opportunity for work-directed theoretical learning and problem-based learning.

Summative Assessments

Summative assessments of modules are performed at the end of a semester. The summative assessments serve as an indicator of the learner's competencies in relation to theoretical depth and to the achievement of the outcomes of the various modules specifically, and the programme in general.

Assessments are aligned with the qualification and the specific module's outcomes. Assessment must be fair and must measure the competencies of the learner aligned with the ELO and AAC. Assessment tasks are evaluated for accuracy whether they comply with the institution's policy and DHET regulations pertaining to assessments, and whether the assessment questions or instructions are reliable, fair and understandable for all learners.