Higher Certificate in Ministry

The purpose of the Higher Certificate in Ministry is to equip Church leaders with core theological and essential ministry knowledge that can be readily applied within their immediate context in order to lead to effective and holistic community transformation through the respective Community of Faith.

Rationale

To the qualification will assist Christian leaders in local churches to increase their knowledge in order that they may serve the church more effectively. Additionally, this qualification is helpful for ministers in smaller or rural churches that are unable to, or have no desire to, pursue a professional-level Degree for ministry ordination or equivalent.

The qualification provides essential theological and core ministry knowledge to enhance Pastoral ministry. The Higher Certificate in Ministry is offered via distance learning and allows for a greater flexibility to complete than a Bachelor of Biblical Studies would. This qualification will lead to broader knowledge of healthy church life that can be applied in South Africa for the common good.

Recognition of Prior Learning (RPL)

Entry may be granted via Recognition of Prior Learning (RPL) and the Institution's RPL policy governs this process which recognises all forms of learning (formal, non-formal and informal). Learners who do not meet the minimum entry requirements for a qualification, but have a stipulated number of years of work experience and learners with a National Senior Certificate, Senior Certificate or National Certificate Vocational who do not meet the English language entry requirement may apply for access to the qualification through RPL.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate or equivalent at National Qualifications Framework (NQF) Level 4.
• Candidates with previous experience and knowledge could enter the programme through a Recognition of Prior Learning and Experience (RPL/E) process.

This qualification consists of the following compulsory elective modules at National Qualifications Framework Level 5 totalling 120 Credits.

Compulsory Modules, 108 Credits

• Biblical Literacy, 1, 12 Credits.
• Bible Overview, 1, 12 Credits.
• Introduction to Homiletics, 1, 12 Credits.
• Introduction to Christian Doctrine, 1, 12 Credits.
• Contemporary Ecclesiology, 1, 12 Credits.
• Personal Spiritual Development, 1, 12 Credits.
• Introduction to Spiritual Direction, 1, 12 Credits.
• Church Ministry, 1, 12 Credits.
• Overview of Pastoral Care, 1, 12 Credits.

Elective Modules, 12 Credits (Choose one)

• Cross-Cultural Engagement, 1, 12 Credits.
• Bible Read, 1, 12 Credits.
• Youth and Family Ministry, 1, 12 Credits.

1. Apply core knowledge within theological and ministry terms relating to principles and best practice for pastoral ministry.
2. Apply knowledge of concepts and discourse within theology.
3. Access, process and manage theological and practical information pertaining to local church ministry that may be applicable.
4. Able to articulate basic theological concepts that lead to healthy church ministry, governance, congregational care and development.
5. Interpret and apply scriptural knowledge holistically.
6. Function within a wider array of ministry contexts with the ability toward versatility and knowledge sharing for nation building and overall community development.
7. Apply basic pastoral skills within selected vocation.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply the principles derived from research findings to ministry practice in related contexts.
• Problem-solving situations which students are required to analyse and solve individually or in groups.
• Facilitate of peer engagement and interaction online.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify key concepts and their relation to each other through literature analysis.

Associated Assessment Criteria for Exit Level Outcome 3

• Facilitate of peer engagement and interaction online.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply the principles derived from research findings to ministry practice in related contexts.
• Analyse and solve problem-solving situations individually or in groups.

Associated Assessment Criteria for Exit Level Outcome 5

• Present findings and research orally within context for peer review.

Associated Assessment Criteria for Exit Level Outcome 6

• Apply practical experience through fieldwork and recorded in relevant formats.

Associated Assessment Criteria for Exit Level Outcome 7

• Apply the principles derived from research findings to ministry practice in related contexts.

Integrated Assessment

In line with the Assessment Policy, all assessment processes must adhere to the internationally accepted principles of assessment and higher education best practice that ensure that assessments are fair and provide accurate information on the competence of the individual who is being assessed. All involved in assessment-related processes must ensure that all assessments adhere to and promote the principles described in the list below:

• Accessibility: The outcomes that are being assessed must be clearly described in a language that is appropriate for the level of the qualification and the learners being assessed.
• Appropriateness: The method of assessment must be relevant to the performance being assessed. The assessment must stay within the parameters of what is required in the specified assessment outcomes.
• Consistency: Every time the assessment is conducted or the assessment instrument is used it must assess the same outcomes at the appropriate level. If different assessors use the assessment instrument, they should make the same judgements under the same or similar circumstances.
• Fairness: The assessment must provide all learners with a fair, equal and reasonable opportunity to demonstrate their competence. It should not favour any learner and should not be biased against any learner. The method chosen to assess the learning outcomes must be fair and should not present any barriers that are not related to the work required, particularly for learners with disabilities.
• Feasibility: The assessment methods should be reasonable, given the available financial resources, facilities, equipment and time. The assessment should not affect the learning negatively or unreasonably interfere with the normal work activities or productivity in the case of employed learners.
• Transparency and openness: The learner must understand the assessment process, the type of assessment, the outcomes that will be assessed and the criteria that will be used by the assessor.

Three types of assessment may be used: Diagnostic, Formative and Summative Assessment.

• Diagnostic Assessment: The assessment for diagnostic purposes is used to determine the strong and weak points as well as development areas of learners, for example, in order to make decisions about selection, placement or advancement, or to take remedial action in the form of supplementary learning.
• Formative Assessment: supports the teaching and learning process; determines whether learners have grasped the basic concepts before continuing with the qualification; identifies the learner's strengths and weaknesses; timeously identifies at-risk learners; assists in the planning of future learning; is developmental in nature and contributes to the learner's capacity for self-evaluation; helps to make decisions on the readiness of the learner to do a summative assessment; and informs possible adjustments to the qualification. These could take the form of practical exposures and/or fieldwork in connection with Faith Communities.
• Summative Assessment: The purpose of Summative Assessment is to ascertain whether a learner has successfully achieved the outcomes for the successful completion of the qualification, credits or a certificate of competence. Summative Assessments are generally conducted at the end of modules or at the end of a qualification. Summative Assessments are conducted for the purposes of making a judgement about the level of competence of learners in relation to the outcomes of a module or qualification. The results of such assessments are expressed as a mark reflecting a pass or fail for the assessment. There are no stipulated minimum or maximum number of Summative Assessment opportunities required.
• Summative Assessments should be designed as Integrated Assessments by assessing related outcomes and/or modules together, where appropriate. The purpose of Integrated Assessment is to assess competence across a number of outcomes together to assess the ability of the learner to apply the knowledge, skills and other competencies developed in an integrated manner.