Higher Certificate in Theology

Purpose

This programme aims to produce learners who can use the knowledge, skills and values in the service and ministry both lay and ordained of Christian communities, community organisations and society. It serves a particular purpose in meeting the need of some churches and individuals for foundational theological education that could articulate into further theological studies. It aims to produce life-long theological learners who can respond with integrity and faith to current issues in African and international contexts. It is also intended to raise the consciousness of learners with respect to issues of justice such as gender, social disparity, disability and the environment, and enable them to contribute to the development of the society as a whole. The programme aims to get students to integrate knowledge of the Christian faith with essential skills to minister to and lead Christian communities and contribute to the development and transformation of the broader society, as well as develop the values of such leadership. Learners who wish to gain an understanding of the Christian faith and to develop their own spirituality will also benefit from this programme.

Rationale

The TEE College Higher Certificate: Theology aims to serve the education and training needs of the member-Churches represented on the College Council. It will do this through equipping students for ordained or lay ministry and by promoting personal development and leadership skills.

The programme aims to serve learners who desire to develop a deeper knowledge and understanding of Christian faith and practice, to develop basic skills in interpersonal relationships and skills to work in the community and grow in personal faith. This is at a foundational level and will equip students for further studies in theology.

The TEE College Higher Certificate: Theology is obviously aimed at learners who have at least met the relevant requirements at NQF Level 4. It is, however, aimed particularly at learners who, for a variety of reasons, are not able to avail themselves of opportunities for full-time higher education studies. It is worth noting in this regard that on average potential TEEC students are significantly older than the norm for higher education in general and theological education in particular.

It is assumed that learners have completed NQF Level 4 National Senior Certificate. This means they can

• Read and write at the required higher education level.
• Learn from written study material.
• Use information they study in written assignments.
• With guided support take responsibility for their own learning.

Recognition of Prior Learning

The structure of this programme makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. Learners will be thoroughly briefed on the mechanism to be used and support and guidance will be provided. The mechanisms used to provide learners with an opportunity to demonstrate competence are not so onerous as to prevent learners from taking up the RPL option towards gaining a Qualification.

If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

This Recognition of Prior Learning aims to allow

• Accelerated access to further learning within this programme or at higher levels on the NQF.
• Obtaining of the Higher Certificate: Theology Qualification in part or in whole.

Access to the Qualification

Statutory requirements for access to higher education studies apply to this programme but other than this it is open to anyone irrespective of subjects or fields of learning achieved at NQF Level 4.

Level, total credits required credits and learning components assigned to the Qualifications

Qualification Title; Higher Certificate: Theology.

Fundamentals

Learning components (Modules titles only); Number of Credits allocated; NQF Level

• Introduction to our Christian world; 24; 5. (Will be offered only until the end of 2013; will then be phased out completely.)
• Introduction to Spirituality; 12; 5.
• Introduction to Theological Study Skills; 12; 5.

Subtotal; 48 Credits.

Core

Learning components (Modules titles only); Number of Credits allocated; NQF Level

• Introduction to the Old Testament; 12; 5.
• Introduction to the New Testament; 12; 5.
• Introduction to Theology; 12; 5.
• Call to Discipleship; 12; 5.
• Introduction to Christian Ethics; 12; 5.
• Introduction to Church History; 12; 5.

Subtotal; 72 Credits.

Electives

Learning components (Modules titles only); Number of Credits allocated; NQF Level

• Christian Proclamation: Preaching; 12; 5.
• Pastoral Response to HIV/Aids; 12; 5.
• Pastoral Care; 12; 5.
• South African Church History; 12; 5.
• Introduction to Christian Worship; 12; 5.

Subtotal; 60 Credits.

Minimum Electives Credits required; 24 Credits.

Qualification Rules: (Choice of modules or unit standards and credits)

Refer criteria and guideline document for required details. An example of rules

• All the Fundamentals totalling 36 Credits are compulsory.
• All the Core modules totalling 60 Credits are compulsory.
• Learners must choose a minimum of 24 Credits from the electives.

A minimum of 120 Credits is required to obtain the Qualification.

1. Develop and use foundational theological knowledge in a responsible manner to address present day issues.
2. Grow in integrity, faith and self awareness.
3. Develop knowledge and skills to minister in the Church in a lay or ordained capacity.
4. Help with pastoral ministry to individuals and communities.
5. Play a role in moral formation and ethical decision making by applying Christian values.

Critical Cross-Field Outcomes

In the TEE College Higher Certificate programme the Critical Cross-Field Outcomes will be expressed and assessed in the following specific manner:

Learners will think critically and creatively, identify and solve problems and make responsible decisions specifically by:

• Doing responsible Biblical interpretation by applying recognised exegetical methods in specific contexts and by evaluating other interpretations.
• Approaching problems of historical and systematic interpretation in theology by analysing theologies in relation to their respective ecclesial, cultural, economic, social and political contexts.
• Addressing church and community problems by using creative contextual approaches to ministry.

Learners will work effectively with others by

• Understanding the importance of a moral and constructive role in a faith community and the community at large and applying this understanding in practice.
• Communicating and interacting effectively in a group context.

Learners will responsibly and effectively organize themselves and their activities by

• Utilising requisite study skills and learning strategies.
• Identifying and addressing their own learning needs in the context of their work.
• Organising their own study plans.
• Thinking independently in the execution of theoretical and practical tasks.

Learners will manage information effectively in

• Using study and other resources effectively to complete tasks.
• Constructing pieces of academic writing by integrating information from a variety of sources.
• Acting responsibly as a scholar (i.e. by using recognised reference techniques and by avoiding plagiarism).
• Using theological theories, experiences and examples.

Learners will communicate effectively in various modes in

• Producing persuasive forms of written, oral and graphic communication.
• Expressing theological insights creatively in terms of their culture and worldview.

Learners will respond to science and technology in relation to humanity and the world by

• Acting with sensitivity and maturity in responding to ethical challenges in these regards.
• Formulating concrete and creative responses to community problems.

Students will demonstrate an holistic appreciation for the interrelated nature of humanity and the world in

• Showing respect for personal, cultural, and theological diversity, in the context of a pluralistic society.

Learners will reflect on their learning strategies and demonstrate awareness in this regard of

• How personal biases influence one`s knowledge of and attitude to people and situations.
• How engagement with different types of sources fosters different learning strategies.

Learners will participate responsibly in micro- and macro-social contexts by demonstrating

• Commitment to the well-being of society through well-informed ethical stances on community issues.
• A thoughtful and constructive understanding of society.

Learners will relate positively to other persons and groups by demonstrating

• Sensitivity towards social diversity, divergent opinions and differing styles of expressing faith.
• Awareness of the role of cultural differences in Biblical interpretation.
• The ability to understand the cultural and contextual roots of differences between theologies.
• The ability to cooperate with people of other churches and theologies, and demonstrate awareness of other religions and how cooperation in societal issues could be realized.

Learners will demonstrate awareness of leaning and vocational opportunities in being able to

• Compare and evaluate various options for further study.
• Become involved accountably in Christian community and society with a view to employment as a church or community worker.

Learners will demonstrate economic development opportunities in being able to

• Identify and use the skills necessary for church development and growth.
• Identify and use the skills of social analysis, interpersonal sensitivity, imaginative intelligence, emotional maturity, and community involvement, which may lead to the creation of employment opportunities outside church circles.

Associated Assessment Criteria for Exit Level Outcome 1

• Outline important theological and biblical themes and knowledge.
• Describe the socio-historical context of the bible showing its importance for biblical interpretation.
• Use a variety of accepted exegetical methods to explain biblical texts and apply them to today.
• Use theological and biblical knowledge to strengthen personal faith and ministry.

Associated Assessment Criteria for Exit Level Outcome 2

• Give an account of the history and values of their faith community and their personal faith development.
• Integrate faith with theological and ethical issues that they face in their ministry in the church and the wider society.

Associated Assessment Criteria for Exit Level Outcome 3

• Explain Christian principles of leadership showing how they are relevant for today.
• Describe leadership models and relate them to their faith.
• Use leadership skills in ministry.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify pastoral needs of individuals, groups and communities.
• Integrate theological understanding in pastoral ministry.
• Use basic pastoral and counselling skills.

Associated Assessment Criteria for Exit Level Outcome 5

• Be aware of and demonstrate insight into current moral issues.
• Describe and apply Christian Ethical norms and values.
• Integrate Christian norms and values with appropriate goals, consequences and virtues for moral behaviour.

Integrated Assessment

• Assessment practices in the TEE College are open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever. Assessment instruments are designed with this in mind so that students from different contexts are able to complete them.
• TEE uses an integrated approach to assessment. Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values are combined using both theory and praxis.
• Assessment of the fundamental courses is integrated with theological knowledge and studies. It is relevant to the students' context and develops competencies needed for further studies.
• A variety of methods are used in assessment and practical assignments are given that are relevant and appropriate to the context in which the learner is working or will work.
• The assessments are integrated which means that the theoretical and practical components are assessed together. Continuous assessment are provided through:

> Practical projects.

> Written assignments.

> Written exams in some courses.

• Assessors assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.
• Assessment ensures that all the outcomes and critical cross-field outcomes are evaluated in an integrated manner.