Higher Certificate in Theology

Purpose

A person acquiring this Qualification will be able to serve as a lay leader or part-time worker in a church or other Christian ministry.

Rationale

This Qualification addresses the need of churches and other Christian organizations for lay leaders and part-time workers with Christ-like character, knowledge of the Bible and theology, and ministry skills. It addresses the need of learners who are trying to determine whether they should pursue training for full-time ministry, of those who want a biblical foundation before pursuing studies in other fields, and of those who are already employed but wish to gain biblical knowledge and ministry skills on a part-time basis. It further addresses the need of those who are preparing for ministry in isiZulu-speaking contexts, as learners are given the option of studying in either English or isiZulu.

The learner entering this Qualification will have the following

• Ability to communicate in English or isiZulu.
• Ability to formulate their own viewpoints in writing.
• Ability to organize and process new information and viewpoints.
• Basic understanding of Christianity.

Recognition of Prior Learning

The Higher Certificate in Theology, NQF Level 5, 120 Credits allows for open access and may be achieved in part or in whole through the process of Recognition of Prior Learning (RPL). Provision should be made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes embedded in this Qualification. Candidates must be able to demonstrate their Christian ministry and theology aptitude through compulsory interviews, and knowledge and skills tests. All such evidence shall be judged according to the general principles of assessment: appropriate, fair, manageable, valid, direct, authentic, sufficient, systematic, open, and consistent.

Access to the Qualification

This Qualification is for all candidates who meet the entrance requirements and who would like to enter into, or who have been employed or involved in Christian ministry.

Learners must have a National Senior Certificate with a minimum of 30% in English or isiZulu. Applicants who are over the age of 40, or over the age of 23 and have completed Grade 10, may also be admitted.

Components; Credits Allocated; NQF Level

- Fundamentals

> Bible introduction; 8; 5.

> Bible study methods and hermeneutics; 8; 5.

Total Credits; 16.

- Core

> Systematic Theology; 24.

> Biblical Studies; 40.

> Practical Theology; 16.

• Electives (choose 3); 24; 5.

> Biblical Studies, Systematic Theology, Greek, Church History.

> Cross-Cultural Ministry, Christian Education, Fieldwork, Practical.

> Theology, English, and Computer.

Total Credits; 120.

1. Ability to perform some leadership functions in a local church.
2. Understanding of biblical history and its relationship to each book of the Bible.
3. A more detailed understanding of certain biblical books.
4. Basic understanding of Christian systematic theology.
5. Personal growth in spiritual maturity and the skills to assist other believers to grow spiritually.
6. Basic skills in the interpretation of the Christian Scriptures.

Critical Cross-Field Outcomes

The programme aims to develop the SAQA Critical Cross-Field Outcomes listed below

• Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
• Work effectively with others as a member of a team, group, organisation, community.
• Organise and manage oneself and one's activities responsibly and effectively.
• Collect, analyse, organise and critically evaluate information.
• Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
• Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
• Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

Associated Assessment Criteria for Exit Level Outcome 1

• Basic principles of hermeneutics are explained.
• Hermeneutical principles are explained in interpreting various genres of Scriptures.

Associated Assessment Criteria for Exit Level Outcome 2

• Passages are interpreted in the light of biblical history.
• Problems of historical and systematic interpretation in theology are discussed.

Associated Assessment Criteria for Exit Level Outcome 3

• The historical background, purpose, and message of each book of the Bible is explained.
• The relevance of a biblical book to the African context is explained.

Associated Assessment Criteria for Exit Level Outcome 4

• The biblical basis for various doctrinal positions is evaluated.
• Awareness of the role of cultural differences in biblical interpretation is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 5

• Habits of personal spiritual disciplines are established and taught to others.
• The ability to understand the cultural and contextual roots of the congregation is displayed.

Associated Assessment Criteria for Exit Level Outcome 6

• Plan and lead worship in a church setting effectively.
• Servant leadership habits and practices are developed.

Integrated Assessment

Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Formative assessment integrates theory with practice, with transfer of skills being conducted in a real or simulated workplace environment. Assessment practices are fair, transparent, valid and reliable.

The Purpose of assessment is to determine whether a learner has met the Outcomes of the Qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

Assessment should ensure that all Exit Level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Exit Level Outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect integration.