Bachelor of Theology Honours

Purpose

The qualification enables learners to acquire a comprehensive, critical and systematic knowledge of Christian Theology, and a particular theological discipline, and to become conversant with contemporary theological discourse. Furthermore, learners develop a foundational understanding and use of the research methodologies relevant to theological disciplines. A second purpose provides learners with the necessary applied and theoretical competencies to carry out a limited research project under supervision worth a minimum of 32 Credits and communicate their new insights creatively, thus playing a constructive role within church and society.

Rationale

This qualification raises consciousness of learners on issues of justice such as gender, social disparity, disability and the environment, and capacitates them to develop transformative communities, as well as contributes to the development of the society as a whole.

Recognition of Prior Learning (RPL)

The outcomes of this qualification can be achieved in part through Recognition of Prior Learning in terms of the following criteria:

Non-formal and informal prior experiential learning

• The Recognition of Prior Learning (RPL) is for learners who can produce a portfolio of evidence to show that they meet the outcomes and associated assessment criteria, obtaining the relevant credits according to the assessment of the institution.

Rules governing the award of the qualification

• This qualification is for a learner who completes at least 67% (90 Credits) of the qualification at this institution. Presentation of evidence can be in a variety of forms, including previous local or international Qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practise and performance records.

The institution subscribes to the principles underlying outcomes-based, source-based and lifelong learning. In this context, considerations of articulation and mobility play an important role.

The institution endorses the view that Recognition of Prior Learning (RPL) constitutes an essential element in deciding on admission to and awarding credits in an explicitly selected teaching-learning programme at an honours level. RPL for admission implies an assessment of not only cognate knowledge and skills gained through work experience but to determine the level of skills and knowledge comparable to NQF Level 7 the learner already possesses. Also, the skills and knowledge the learner has to master additionally before being accepted for the honours qualification.

The RPL assessment processes are the same as those followed for awarding credits in the formal graduate setting. An RPL learner seeking credits for previously acquired skills and knowledge complies with all the requirements as stated for modules, programmes and qualifications. The difference lies in the route of the assessment since RPL assessment is holistic, taking the context of the qualification. As well as the prior knowledge and experience, the learner has.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Theology, NQF Level 7.

Or

• Bachelor of Arts in Pastoral Psychology, NQF Level 7.

Or

• Bachelor of Divinity Degree, NQF Level 7.

This qualification consists of the following compulsory and elective modules at NQF Level 8 totalling 140 Credits.

Compulsory Modules, 32 Credits

• Honours mini-dissertation (TEOL671), 32 Credits.

Elective Modules, 104 Credits (Choose five 16 Credits modules, one 20 Credits Module and one 8 Credits Module)

• General and specific counselling (PAST671), 16 Credits.
• Homiletics (HOMV671), 8 Credits.
• Human rights (ETIE672), 16 Credits.
• Pastoral counselling (KATE672), 16 Credits.
• Liturgical practice (LITK671), 16 Credits.
• Interpretation and study of old testament (OTES674), 20 Credits.
• Missiological perspectives (MISS672), 16 Credits.
• Introduction to reformed church law (KERG672), 16 Credits.
• Introduction to NT exegesis and hermeneutics (NTES673), 20 Credits.
• Research methodology (TNAV671), 8 Credits.
• General and SA church and dogma history (KDGE672), 16 Credits.
• Fundamentals of the dogmatics (DOGM672), 16 Credits.

• Identify, distinguish and evaluate concepts that are more advanced and theories about Theology as a human and social science.
• Integrate and apply the range of theological concepts and disciplines (the theological encyclopedia).
• Critically compare and use theological and other sources at a more advanced level to explore faith questions and proclaim Christian faith in context.
• Identify and develop their faith in critical interaction with their context and people with differing views, and exhibit a more advanced degree of critical self-awareness.
• Engage in and articulate critical and creative theological thinking at a more advanced level.
• 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 evaluate insights arising from the various theological disciplines that may contribute to the development of Christian ministry and life.
• Use varying theological disciplines to develop critical thinking concerning issues of power and leadership in church and society.
• Be sensitive to and interact constructively with multicultural and multi-faith communities, from a theological perspective, and
• 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.

• Demonstrate systematic and integrated knowledge and understanding of, and an ability to analyse, evaluate and apply the fundamental terms, concepts, facts, principles, rules and theories.
• Apply appropriate discipline-related methods of scientific inquiry and independently validate, evaluate and manage sources of information.
• Display critical reflection on, and understanding and application of, appropriate methods or practices to resolve complex discipline-related problems and thereby introduce change within the related practice.
• Demonstrate professional and ethical behaviour within an academic and discipline-related environment, with sensitivity towards societal and cultural considerations.
• Effectively communicate scientific understanding and own opinions/ideas in written or oral arguments, using appropriate discipline-related and academic discourse as well as technology.
• Effectively function as a member and leader of a team or a group in scientific projects or investigations, with self-directed management of learning activities and responsibility for own learning progress.

Integrated Assessment

Continuous formative assessment strategies are integrated by nature and take the form of assignments and tests. There is a mini-dissertation. Formative assessment: 70% of module mark. Integrated summative assessment in the form of a formal examination forms 30% of the pass mark. Oral presentations of smaller integrated research projects or seminars in individual as well as in group context may also be employed. Learners need to apply integrated knowledge and advanced skills in order to ensure that they are competent for the work place.