Higher Certificate in Church Ministry

Purpose

The Higher Certificate in Church Ministry provides learner-church pastors with the necessary knowledge, cognitive and conceptual tools and skills for higher education studies in the knowledge field of theology. At the exit level, the learner will be able to effectively lead and manage local and regional churches and hold theological interaction with other Church leaders in their communities. All teaching and learning activities contribute to the development of targeted learners.

The design of the qualification takes the learners from a basic understanding of the major Christian doctrines, Biblical missions and pastoral leadership to a diligently leading and managing a local church, doing rural and urban mission. After completing this qualification, the learners will demonstrate an ability of how to identify and evaluate and solve conflicts in the church with solutions based on relevant biblical evidence and centred church procedures.

Rationale

The institution realises that there is a high demand for more flexible provision of learning opportunities that may allow potential learners to study alongside other life commitments such as work, family and community engagements. The qualification intends to reach a more significant number of learner pastors in order to meet this demand. It caters for more diverse learner needs, in ways that maintain quality of higher education while achieving some cost savings for both the institution and learners, e.g. the costs of travel for direct, face-to-face contact at the institution. The qualification will be implemented concurrently with the Higher Certificate in Bible Teaching, which targets the learners who feel called and have a deep passion and strong desire to serve local churches as pastors and church leaders.

Recognition of Prior Learning (RPL)

Interpretation and Implementation.

The institution's rationale for RPL is part of the National Plan for Higher Education in South Africa, with specific reference to the emphasis on increased access to higher education. The evaluation of prior learning is an academic task like other forms of assessment and is done by academic experts in a given field, drawing on other experts if needed. RPL builds on knowledge and skills that adults have already acquired. RPL practices for specific qualifications are context-specific and framed appropriately to those differing contexts.

RPL is available to all staff and wishing to gain access to the institution for study purposes. RPL uses ways that allow learners a reasonable chance of succeeding in their studies. Provision of academic support forms an integral part of the RPL process. Learners contribute towards RPL administration fees. The contribution will not exceed the cost of a full-time face-to-face subject or learning institution. The following are taken into account when establishing assessment mechanisms and assessing learning from work or life experience:

• Authenticity-the learner can successfully demonstrate the learning outcome;
• Currency-the learning outcome is still valid and demonstrable;
• Quality-the learning reached the acceptable level;
• Relevance-the learning applies to the area claimed;
• Transferability-the learning outcome applies outside the specific context of learning;
• Comparability-the assessment mechanisms ensured that the prior learning is comparable in content and standard with the subject(s).

The standards applied in assessing prior learning should are not higher than those required to pass the learning qualification. Once a learner has been awarded credit based on RPL, subsequent credit transfer based on these learning outcomes is not allowed. Final accountability for the successful implementation of this Policy lies with the Academic Management Committee. The Head of Department is responsible for the actual implementation of this Policy and their commitment to its implementation will form part of their performance appraisal areas.

Entry Requirements

The minimum entry requirement for this qualification is

• Senior Certificate, NQF Level 4.

Or

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

Or

• National Certificate Vocational, NQF Level 4 granting access to Higher Certificate studies.

This qualification consists of the following compulsory and elective modules at Level 5, totalling 120 Credits.

Compulsory Modules, 120 Credits

• Doctrine of the Church, 10 Credits.
• Church Offices, 10 Credits.
• Pastoral Ministry in the Church, 10 Credits.
• Biblical Counselling, 10 Credits.
• The Biblical Missions of the Church, 10 Credits.
• The Church and Christian Worship, 10 Credits.
• History of the Christian Church, 20 Credits.
• The Witness of the Church, 10 Credits.
• The Church and False Teachings, 10 Credits.
• Preaching and Teaching the Bible 1, 10 Credits.
• Preaching and Teaching the Bible 2, 10 Credits.

1. Demonstrate the knowledge of the critical terms, theological themes and biblical principles of church ministry.
2. Demonstrate an awareness of how preaching, teaching, pastoral care ministries and worship have developed through the centuries.
3. Select and apply good and appropriate principles for ministering in local churches through pastoral care, evangelism, missions, children and youth ministries and leading worship activities.
4. Critically evaluate and responsibly deal with common church ministry challenges, including those involving disorderly church members, poor leadership, lack of managerial skills, false teachings and church stagnation.
5. Comfort to the biblical standards of character and social behaviour, to oppose crime and immorality and promote ethical values and ethics.
6. Select, collect, analyse, evaluate and apply necessary research skills by skilful information from the Bible as a primary source and from other sources (primarily literary, both digital or printed) and by acknowledging all sources in an accepted way.
7. Communicate effectively Biblical truth orally and in written form in their vernacular language(s) and English.
8. Take a supervisory role and interact with others in the church, responsibly using spiritual gifts and church resources.

Associated Assessment Criteria for Exit Level Outcomes

• Identify and solve problems in which responses display that responsible decision using critical and creative thinking from the Biblical worldview into consideration.
• Work effectively with others as a member of a team or group.
• Organise and manage oneself and one's activities responsibly and effectively demonstrating ability in time management.
• Collect, analyse, organise and critically evaluate information.
• Demonstrate an understanding of contemporary issues within society and the ability to engage these critically.
• Apply competent Interpretation of the Bible and present-day circumstances.
• Demonstrate an in-depth grasp of the Old and New Testaments and critical issues related to Interpretation and Presentation.
• Conduct research independently and competently.
• Apply classroom knowledge to the Work environment.
• Interpret the Bible sufficiently to be able to use the knowledge gained to teach the content coherently, and that the audience has a good grasp of the information and know-how to handle it in life.

Integrated Assessment

There must be evidence of the integration of knowledge, skills and attitudes (values) across the assessment.

Also, there must be opportunities for learners to show that they can demonstrate the achievement of several outcomes (both critical and specific) within a single assessment task. The assessment should focus on the application of the learners' learning, not upon the recall of learning.

Continuous Assessment

All assessment will be continuous. The assessment will be regular, cyclical and formative. In line with an Outcomes-Based Education approach, learners should be assessed on an on-going basis in a variety of ways during the module.

Variety of Evidence

Assessors should make use of different methods of assessment on which to make summative decisions. A variety of assessment tools should be used (see explanatory notes), in order to enhance the teaching and learning process and to provide for sufficient opportunity to explore the curriculum entirely. The nature of learning will determine the nature of the assessment.

Formative Assessment

Part of all assessment should be formative (i.e. for the benefit of learners' learning, rather than for educational decision-making). The formative assessment uses a variety of methods.

Summative Assessments

There will be a minimum of two summative assessments during the term.