Higher Certificate in Christian Ministry

Purpose

The purpose of the qualification is to enable learners who can critically apply focused analysis, knowledge and skills in the service, preaching and leadership for both lay and ordained of Christian communities, community organisations and society. This qualification will produce life-long theological learners who will be equipped to raise and debate current issues in African and international contexts. The qualification also seeks to enable learners to develop, clarify and articulate a value system from a Christian perspective. This qualification is intended for consciousness-raising of learners with respect to issues of justice such as gender, social disparity, disability and the environment, and to enable them to develop transformative communities, and contribute to the development of the society as a whole.

Upon completion learners will be able to

• Interpret, integrate and apply Christian sources in context.
• Understand their communities, in the light of the history of Christianity, and position themselves responsibly in their contexts.
• Analyse information critically, articulate and communicate effectively.
• Evaluate and apply Christian theology and ethics personally and in community.
• Practice various Christian ministries in the church.
• Initiate and develop Christian ministry in the wider community.

Rationale

The aim of this qualification is to transform leaders for church and the nation by providing them with spiritual and academic training required to develop spiritually mature, theologically informed, and vocationally skilled (Methodist) ministers of integrity, faithfulness and excellence.

The qualification is primarily designed to service a specific sector of the Methodist Church of Southern Africa (MCSA), namely, the local preachers, who do not have qualifications to articulate for the purpose of furthering their studies.

This qualification addresses the need of local preachers developing their knowledge of the Bible and theology, and improving their skills in preaching, teaching, counseling, administration, and evangelism. The MCSA recognises that many potential local preachers do not have qualifications to enter the Diploma or first-degree level qualifications. This qualification is designed to fill this gap. In addition, this distance learning approach is designed to enable the numerous local preachers under the covering of the MCSA who are unable to attend full time classes. Since most of the local preachers are in secular employment, this distance learning model best suits their needs.

The seminary qualification emphasises a holistic approach to the ministry of the church in the contemporary African context. This entails the need to be sensitive to the social, economic, political and spiritual concerns of Africa and beyond. The qualification endeavours to address the following approaches: classical and contextual; traditional and contemporary; denominational and ecumenical; African and universal.

This qualification aims to deliver effective Christian ministry through a thorough grounding in the theological disciplines within the context of a Christian community dedicated to the service of God and humanity.

Recognition of Prior Learning (RPL)

All admission through RPL must be in accordance with the principles laid down in the institution's RPL Policy. The PL office can supply full details of processes relating to the assessment and accreditation of learning from prior experiences. Evidence can be presented in a variety of forms, including international or previous local qualifications, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records as required.

All such evidence should be judged according to the general principle of assessment described in the notes to assessors. The lecturers will act as assessors for RPL purposes:

• Formal prior learning: Prior accredited learning of a learner in relevant domains which constitute credit-bearing units or modules should be recognised if evidence can be produced that shows that the learner has achieved, at a satisfactory level, the outcomes and associated assessment criteria specified for the qualification and, if appropriate, allow the recognition of prior learning for the achievement of the qualification in part or in full.
• Non-formal and informal prior experiential learning: An applicant who falls outside of the formal qualifications system but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the recognition of prior learning for the achievement of the qualification in part or in full. An applicant who, after such assessment, is deemed to have sufficient potential but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

All such evidence shall be judged according to the general principles of assessment: appropriate, fair, manageable, valid, direct, authentic, sufficient, systematic, open and consistent.

Entry Requirements

• National Senior Certificate (NSC) granting access to Higher Certificate studies.

Or

• National Certificate (Vocational) (NCV) at NQF Level 4.

Or

• Senior Certificate (SC) with endorsement.

This qualification consists of compulsory modules at level 5, totalling 120 Credits

• Introduction to the Bible, 15 Credits.
• Introduction to Church History, 15 Credits.
• Theology 1: Introduction to Doctrines, 15 Credits.
• Homiletics 1: Preaching Skills, 15 Credits.
• Bib Studies 2: Exegesis and Hermeneutics, 15 Credits.
• Homiletics 2, 15 Credits.
• Theology 2: Wesleyan Theology, 15 Credits.
• Bib Studies 3: Synoptic Gospels, Pastoral Care, 15 Credits.

Total Credits: 120.

1. Develop skills for the interpretation of the Christian Scriptures.
2. Demonstrates an ability to minister to a variety of audiences.
3. Perform ministerial functions, including administration, leadership, preaching/basic Bible teaching and basic counselling.

Associated Assessment Criteria for Exit Level Outcome 1

• Biblical history and its relationship to each book of the Bible are understood.
• Basic principles of hermeneutics are explained.
• Hermeneutical principles are applied in interpreting various genres of Scriptures.
• Passages in light of biblical history are interpreted.
• The historical background, purpose, and message of each book of the Bible are explained.
• The relevance of a biblical book to the African context is explained and analysed.
• The major developments in the history of the Christian faith are discussed.
• The biblical basis for various doctrinal positions is evaluated.
• Theological, biblical and `other texts` are critically evaluated, e.g. the experience of women; histories, current documents in churches of various groupings, and narratives, archaeology and history.

Associated Assessment Criteria for Exit Level Outcome 2

• Ability to minister to children, youth, and adults in the Southern African context is demonstrated.
• Personal growth in spiritual maturity is developed and the skills to assist other believers to grow spiritually are displayed.
• Tolerance, empathy, and respect for those of other cultures are shown.
• Expository theologically-sound sermons relevant to the African context are preached on.
• Theological issues are approached in a valid and accountable way, appropriate to the human and social sciences.

Associated Assessment Criteria for Exit Level Outcome 3

• Children and youth programmes are effectively planned and led.
• Those who suffer, especially those infected or affected by HIV-AIDS are appropriately counselled.
• A variety of teaching methods appropriate to the context is applied.
• Principles of planning, leading, organising, and controlling are explained and applied.
• Principles of conflict management and financial management are applied.

Integrated Assessment

Assessment is conducted on a continuous basis throughout the qualification that contains both practical and theoretical components. Assessment is integrated using a range of formative and summative methods, including:

• Written and oral tests/examinations.
• Problem-solving/practical assignments and essays.
• Written reports.
• Peer group review.
• Portfolio of evidence.