Diploma in Theology

Purpose

The purpose of the Diploma in Theology is to train well-rounded and skilled graduates for the work in the church. The qualification will equip learners with a comprehensive set of skills for work in the ministry. The structure of the qualification will provide learners with sufficient opportunity to grasp the fundamentals of theology, which will widen and deepen the biblical competencies and knowledge.

The qualification will provide the knowledge, skills, and values individuals will need to work in the church and in roles related to the ministry of the church. Learners will be grounded in biblical principles and doctrines and put into practice in church and community contexts what they have learned. The qualification will prepare learners to communicate the Word of God effectively through teaching and preaching.

Upon completion of the qualification, successful learners will be to

• Address sociocultural and political challenges facing the community in a Christian way.
• Develop basic academic disciplines and competencies that will enable learners to continue their studies if they wish to do so.
• Evaluate, select and apply appropriate methods, procedures or techniques in processes of application within a defined theological context.
• Identify, analyse and solve related problems in unfamiliar contexts, gather evidence and apply solutions based on evidence and procedures appropriate to the specific field or practice.
• Evaluate different sources of information within the field to select and apply well-developed processes of analysis, synthesis, evaluation, and communication.
• Evaluate the performance of others against given criteria and provide support to the learning needs of others.
• To work effectively in a team and to take responsibility for his or her decisions and actions and the decisions and actions of others within well-defined contexts, including the responsibility for the use of resources in related ministerial and church settings.

Rationale

The confessional Lutheran churches require thorough training in the bible and the Lutheran confessions. The qualification was identified to address the need to sufficiently prepare learners for the workplace to learn the bible and the Lutheran confession.

The qualification will help the churches to employ well-trained employees since there is no seminary for confessional Lutheran churches in Southern Africa. The qualification is intended for learners who want to become full-time workers in the church.

The education of pastors and deaconesses in the Lutheran Church is a two-step process. Learners first study at a seminary, before doing practical training within their churches. The practical training is the responsibility of the churches.

Learners will firstly benefit by becoming employable in the church. Many churches, including the confessional Lutheran churches, have a lack of pastors. Completing their studies, learners are almost certain to receive work within the church. Society will benefit from the qualification, learners will learn how to deal with issues such as sociocultural and political challenges facing the community such as HIV/AIDS, ethnocentricity, tribalism, xenophobia, poverty, illiteracy, problems attendant to globalisation, etc.

The Lutheran Churches need church workers who

• Follow the example of Christ in serving their neighbours and communities by applying pastoral care to those in spiritual need, and by reaching out to the poor and marginalized, as the Lord Jesus did.
• Are equipped with skills that will help them to lead, manage and oversee social projects.
• Act in ethically responsible ways in all their doings and are accountable for their actions.
• Have the capacity to solve problems and to act proactively towards changing social and environmental challenges, respecting the rights of individuals and communities.
• Are open to learning from fellow Christian leaders and co-operate with them to humbly serve society at large.

Although the institution focuses primarily on confessional Lutheran Theology, the institution embraces a wide range of denominations in its commitment to serve churches on the African continent. The institution believes that diversity among its learners will lead to open communication and better co-operation with other denominations for the common good of society. The Lutheran Church of Southern Africa (LCSA), the Evangelical Lutheran Church in South Africa (ELCSA), the Lutheran Bapedi Church (LBC), and the St. Peter Confessional Lutheran Church have been sending learners to the institution.

Most traditional Christian denominations require a three-year training programme for their learners. The qualification would reach a wide community of potential candidates for Christian Ministry. The Diploma in Theology envisaged at LTS compares to the similar qualifications offered by seminaries affiliated with the International Lutheran Council.

Recognition of Prior Learning (RPL)

The institution's RPL and CAT Policies will provide for the needs of learners who are coming from a lot of experience in formal, non-formal and informal training that can be accumulated towards credits to be recognized and transferred toward their qualification at the institution. Adult learners seeking access to study at the institution will approach the Admissions office and will then be directed to the Registrar, who will evaluate the application according to SAQA regulations. The outcome of the RPL process will be forwarded to the Rector for recommendation.

RPL is not a certification process, but it is the exemption process from the acquired modules/courses for the applicant's intended qualification. The academic record will reflect the exempted modules/courses through the RPL process, but they will not appear on certificates awarded for successful completion of a qualification.

RPL for access

• The RPL process is designed to grant access to enter higher-level education routes.
• 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 credits

• The recognition of credits for transfer from one qualification to another is determined by the nature of the qualifications, the relationship between them, and the extent of the curricula of specific subjects.
• A maximum of 50% of the credits of a completed qualification may be transferred to another (same or different) qualification.
• Only credits of qualifications from registered institutions should be considered for CAT. Credits obtained for studies that do not lead to a qualification could count for CAT towards relevant qualifications at the same or different institution.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Diploma studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Diploma studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5 and 6 totalling 360 credits.

Compulsory Modules, Level 5, 120 Credits

• Fundamental academic skills, 12 Credits.
• New Testament Greek, 12 Credits.
• New Testament Survey, 12 Credits.
• Christian Worship, 12 Credits.
• Old Testament Survey, 12 Credits.
• Computer Literacy, 12 Credits.
• Church History I (Early Church), 12 Credits.
• Lutheran Confessions I, 12 Credits.
• Christian Education, 12 Credits.
• Greek Readings, 12 Credits.

Compulsory Modules, Level 6, 240 Credits

• Church History. II: Reformation and Post-Reference, 12 Credits.
• Christian Dogmatics I, 12 Credits.
• Pentateuch, 12 Credits.
• Hebrew Readings, 12 Credits.
• Johannine literature, 12 Credits.
• Church History III: African Church History, 12 Credits.
• Paul: Romans, 12 Credits.
• Major Prophets: Isaiah, 12 Credits.
• Church Leadership and Admin, 12 Credits.
• Missiology and Evangelism, 12 Credits.
• Christian Dogmatics II, 12 Credits.
• Pastoral Care, 18 Credits.
• African and World Religions, 6 Credits.
• Psalms, 12 Credits.
• Homiletics II, 12 Credits.
• Revelation, 10 Credits.
• Christian Ethics, 10 Credits.
• African Traditional Religion 4 Credits.
• Work-integrated Learning, 36 Credits.

1. Demonstrate detailed knowledge of the main areas in fields of study related to the Bible and the Lutheran confessions. Learners should also demonstrate an understanding of and an ability to apply the key terms, concepts, facts, principles, rules, and theories of these fields to unfamiliar, but relevant agricultural contexts and how that knowledge relates to other fields, disciplines or practices and different schools of thought.
2. Demonstrate the ability to evaluate, select and apply appropriate methods, procedures or techniques in processes of application within a defined theological context. Learners should also be able to identify, analyse and solve related problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and procedures appropriate to the specific field or practice.
3. Demonstrate an understanding of the ethical implications of decisions and actions within the Lutheran ministry based on an awareness of associated philosophies, values and attitudes. Such decisions and actions should be emulated appropriately in familiar and new Lutheran contexts.
4. Demonstrate the ability to evaluate different sources of information within the field to select and apply well-developed processes of analysis, synthesis, evaluation, and communication.
5. Demonstrate an understanding of the relationships between Scripture and the Lutheran Confessions and or how actions, ideas, or developments in one system may impact other systems.
6. Demonstrate the ability to evaluate the performance of others against given criteria and to provide support to the learning needs of others.
7. Demonstrate the ability to work effectively in a team and to take responsibility for his or her decisions and actions and the decisions and actions of others within well-defined contexts, including the responsibility for the use of resources in related ministerial and church settings.

Associated Assessment Criteria for Exit Level Outcome 1

• Define and discuss detailed knowledge of the main areas in fields of learning in the Lutheran Churches, Lutheran Confessions, and the Bible, especially the African context. as, and apply in terms of, but not limited to:

> Hebrew Readings

> Greek readings

> Old Testament

> New Testament

> Church History

> Church Leadership

> Christian Dogmatics

> Homiletics

> Hermeneutics

> Church Leadership and Administration

> Pastoral Care

> Missiology and Evangelism.

• Discuss pertinent terms, principles, and operating procedures associated with church administration, leadership, and management.
• Identify the roles and responsibilities of pastors, leaders, board members, and officers for the stewardship of resources.
• Use biblical principles to formulate a Christian Education philosophy, principles, and curriculum.
• Discuss the basic concepts of psychological study.
• Distinguish between the fundamental development of philosophy, key terms and concepts.
• Recognize how philosophy relates to theology and religion.
• Identify the basic principles and theories of communication.
• Repeat the use of electronic resources, electronic devices, and computer paraphernalia.
• Prepare sermons with a strong biblical basis for different occasions and contexts.
• State the principles and theories of sermon delivery.
• Give examples of resources for sermon development.
• State the theological importance of public preaching.
• Articulate the theological foundation, the principles, and the historical development of Christian worship in general and Lutheran worship in particular.
• Describe the connection between liturgy and doctrine.
• Explain the Lutheran sacramental praxis.

Associated Assessment Criteria for Exit Level Outcome 2

• Define, discuss, and apply procedures, techniques and processes within defined practical, African Lutheran contexts.
• Compare the Old Testament or Hebrew prophets with prophets and prophecy in the contemporary Ancient Near East (ANE) and especially with a prophetic office in traditional Africa.
• Internalize past experiences to formulate evangelistic strategies.
• Reproduce elementary skills in critical philosophical thinking and philosophical argumentation.
• Evaluate different modes of communication.
• Identify the general purposes of Christian Education in the church.
• Apply Christian Education principles in doing ministry in the church.
• Explain what research methods are and meet the requirements for conducting research and writing academic papers.
• Write papers that meet academic research standards.

Associated Assessment Criteria for Exit Level Outcome 3

• Discuss and apply ethics, philosophies and professionalism within familiar and unfamiliar South African and African contexts in terms of, but not limited to:

> Ethical decision-making in the Lutheran Ministry within the framework of the Lutheran Confessions.

> Sustainable church ministry, leadership and administration.

> Associated Biblical philosophies, values and attitudes.

• Discuss and express ways to respond to ethical questions as Christians.
• Describe the role of the sermon in the act of worship.
• State the role of the sacraments in the life of the church.

Associated Assessment Criteria for Exit Level Outcome 4

• Select, analyse, synthesise, evaluate, and process sources of Lutheran theology and ministry into reports and outputs, communication, and presentation within familiar and complex African and South African contexts in the specific fields of study using applied technologies and relevant platforms.
• Identify Messianic prophecies in the Old Testament and their fulfilment in the New Testament.
• Analyse the contexts from which Jesus drew his teachings.
• Articulate and explain the positive message of the Book of Revelation, contrary to the catastrophic and predominantly negative view many have of this Book.
• Communicate effectively the results of reading and research, both in writing and in discussion.
• Express African philosophical ideas and arguments both orally and in writing so that they can evaluate African philosophical thinking based on the Bible.

Associated Assessment Criteria for Exit Level Outcome 5

• Define, discuss, compare, analyse, and apply to but not limited to the Bible, the Lutheran Church and Lutheran confessions.
• Outline a sermon, giving attention to Law/Gospel distinction.
• Identify and discuss the basic theme of a worship service.
• Explain the importance of integrity/unity in the sermon.
• Explain the significance of liturgy in the life of the church.
• Discuss the significance of individual and corporate worship.

Associated Assessment Criteria for Exit Level Outcome 6

• Evaluate performance against given criteria identifying own learning needs in each context especially an African with the purpose of determining productivity and functionality
• Describe the organization of churches or non-profit organisations.
• Describe salient facts and issues related to HIV/AIDS.
• Discuss the basic knowledge, skills, and attitude necessary for adapting to a rapidly changing world.
• Identify skills that will enhance positive attitudes and preventive measures towards HIV/AIDS.
• Demonstrate a biblical understanding and conviction of the role of a pastor as an exemplar of Christian character and discipline, and spiritual leadership in the home, church and community.
• Demonstrate an understanding of biblical ethics and how to apply them to one's personal life and ministry.
• Demonstrate faithfulness, growth and consistency in the Christian disciplines of personal prayer and devotional study of the Bible.
• Evaluate their role and significance in their own faith community.
• Perform frequent and documented self-counselling.
• Demonstrate spiritual growth in specific areas of life, mainly by documented experience in solving problems biblically and continuously shedding and overcoming sinful patterns.
• Document evidence of helping others grow spiritually by solving problems biblically and overcoming sinful patterns.
• Resolve various issues that may arise in marriage using relevant biblical counselling concepts and processes.
• Define ethics in general and articulate the main principles and views on ethics.
• Define African ethics, contrast the African and Western worldviews and elaborate on how these worldviews influence one's view of ethics and application of ethical principles.
• Analyse contextually relevant ethical issues in contemporary society and apply biblical ethics in resolving them.
• Discuss major ethical issues in the Bible that seem to conflict with biblical principles and explore how they may be reconciled with the Bible.
• Develop a set of consistent principles that can be used in any ethical situation in one's personal life, family, church and society.

Associated Assessment Criteria for Exit Level Outcome 7

• Define, discuss and utilise the managerial and church leadership skills within well-defined African contexts.
• Select a pericope of Scripture and accurately interpret and derive a thematic statement and application(s) from it.
• Draft a full sermon manuscript from the passage, incorporating a clear propositional statement, sermon outline, illustrations, and application.
• Preach a sermon before fellow learners and lecturers, and before a congregation.
• Self-evaluate your sermon content and performance during preaching.
• Incorporate feedback from the lecturer, assessor, fellow learners, and your self-evaluation to improve the next sermon.

INTEGRATED ASSESSMENT

The integrity of assessment is governed by the institution's policies. The institution is committed to formative and summative assessment that is transparent, valid and fair and consists of the learning material taught in each module. Assessments should be aligned to the module outcome, assessment criteria and assessment methods as stated in the study guide of each module. They should give each learner the opportunity to demonstrate their grasp of the material, and the progress made. The assessment outcomes of the respective NQF levels are to be carefully implemented and adhered to.

The study guide for each module describes the formative and summative assessment required of that module, and how these assessment marks will be calculated. The ratio between formative and summative assessment typically is 50:50, but this ratio may vary and be 60:40 for some modules.

Formative assessment dates are communicated to the learners through the study guide. Summative assessment dates are communicated by means of the exam timetable well in advance. For formative assessment, there must be at least two assessments per semester to assess the learner's progress. For summative assessment, one exam paper on each subject during the exams is expected.

Assessment methods and instruments include, but are not limited to

• Written tests and Quizzes.
• Assignments and Reaction papers.
• Projects and Presentations.
• Practical exercises and demonstrations.
• Reports.
• Role-plays and Simulations.
• Self-assessment and peer-assessment.

For assessments that require the recall of information, such as written tests and exams, an answer sheet with clear guidelines for the allocation of marks must be drawn up by the lecturer and sent to the academic registrar for internal or external moderation.

For assessments that require the application or demonstration of learned knowledge, problem-solving, analysis, or practical experiences, such as assignments, presentations, reports, and role-plays, clear criteria for assessment must be given. The weight of the assessment criteria must also be indicated, for aspects such as format, use of language, referencing, and content.

The criteria and its weighing will ensure that

• Learners are aware of all expectations related to the assessment task.
• Learners can evaluate their own work as it progresses.
• Lectures apply consistent standards when assessing qualitative tasks.
• Consistency in shared marking amongst various lecturers is promoted.
• Discussions with learners about different levels of performance on an assessment can be structured.
• Assessments can be justified during peer assessment and self-assessment.
• A framework that clarifies assessment requirements and alignment with relevant NQF levels is provided.

Assessment of WIL is described in the study guide of each module.

It can be done by the following

• Formal and informal formative and summative assignments.
• Information sheets to be completed by learners and/or supervisors.
• Reports.
• Mentors' reports.
• Short courses.
• Portfolios.
• Learner-generated video material.
• Peer assessment and self-assessment.