Postgraduate Diploma in Higher Theological Education

The purpose of the Postgraduate Diploma in Higher Theological Education is to provide a part-time and online professional qualification for lecturers and academic administrators in theological colleges and Christian universities across the continent of Africa and beyond. The qualification is interdisciplinary in nature drawing from the fields of theology and higher education.

The qualification will enable working professionals to undertake advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in an area of specialisation. This qualification demands a high level of theoretical engagement and intellectual independence, as well as the ability to relate knowledge to a range of contexts to undertake professional or highly skilled work.

The qualification will facilitate the professional development of academics engaged in the field of theological education in the higher education band. It focuses on facilitating the vocational development of academically trained theological graduates to become theological educators in theological colleges, seminaries and Christian universities. The qualification sets out to develop learners' knowledge of theological education as Higher Education. Further, it seeks to enhance participants' ability to facilitate and manage change in their institutions by assessing needs and applying solutions.

On completion of this qualification, qualifying learners will be able to

• Synthesise concepts from the disciplines of theology and education as practised in theological colleges to further their professional and institutional practice.
• Apply a critically reflective habit to develop their professionalism in philosophy and practice of teaching and learning, and administrative competence.
• Demonstrate proficiency in utilising the main conceptual frameworks and practical skills needed to provide theological education at a higher education level to their theological subject/administrative area.
• Conduct and apply research to current practice and theory of higher education in their institutional and cultural context to meet its specific mission goals.
• Lead change in the provision of theological education by identifying issues of concern and providing solutions in a coherent, theological, ethical and educational manner.
• Work effectively as a team member within a theological institution setting to support institutional efforts to improve learner learning in theological education.

Rationale

This is a professional qualification that contributes to the development of theological education as Higher Education in the African context. The primary stakeholders are the theological institutions in Africa and the lecturers and academic administrators that serve them. It contributes to theological education by providing existing practitioners with an opportunity to become transformational agents in teaching and administrative practice by reflecting and acting on current educational research and changing socio-cultural contexts. Further, the qualification is designed to enable institutional leaders to put the mechanisms in place to support the teaching/learning needs of individuals as well as the longer-term strategic objectives of institutions and the sector.

The qualification was developed to fulfil the following needs

• The need for cognitively contextualised theological education to address the needs of teaching and learning from an African perspective.
• The need for theological education to articulate faith, leadership and mission in the context of the church.
• The need for Christian educators to advocate for a Christian approach to learning that is consistent with the nature and purpose of theological education and provides an alternative to theological education being driven by secular or Western agendas.
• The need for theological institutions to be able to articulate their needs in a globalised higher education environment of accountability to State-accrediting bodies and to navigate effectively in this new reality.
• The need for continuous professional development, enabling leaders in theological education to keep abreast of developments in higher education, contribute to good institutional administration and governance and contribute to institutional sustainability.

Professional networks that have been consulted towards the development of this programme include Theological Education Association of Southern Africa; Africa Mile Deep Strategy and Local Online: A Global Strategy (LOGS) through Local Leaders International; Global Anglican Futures Conference Theological Education Network (GTEN); International Council of Evangelical Theological Education (ICETE). LOGS and GTEN will provide part-time lecturers with a Memorandum of Understanding and ICETE will provide external moderation.

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Theology, NQF Level 7.

Or

• Bachelor of Arts in Theology, NQF Level 7.

Or

• Bachelor of Theology, NQF Level 7.

Or

• Bachelor of Theology in Christian Ministry, NQF Level 7.

Or

• Bachelor of Theology in Community Leadership, NQF Level 7.

This qualification consists of the following compulsory and elective modules at NQF Level 8 totalling 120 Credits.

Compulsory modules, Level 8, 90 Credits

• Theology of Theological Education (TE), 15 Credits.
• Learning and Teaching for Higher Theological Education. 15 Credits.
• Assessing Learning in Higher Theological Education (HTE). 15 Credits.
• Curriculum Development in Theological Education. 15 Credits.
• Mini Research Project. 30 Credits.

Elective Modules, NQF Level 8, 30 credits (Choose any two modules)

• Academic Leadership in Higher Theological Education 15 Credits.
• Management and Planning for Leadership in Higher Theological Education. 15 Credits.
• Distance and Online Education. 15 Credits.

1. Synthesise concepts from the disciplines of theology and education as practised in theological colleges to further their professional and institutional practice.
2. Apply a critically reflective habit to develop their professionalism in philosophy and practice of teaching and learning, and administrative competence.
3. Demonstrate proficiency in utilising the main conceptual frameworks and practical skills needed to provide theological education at a higher education level to the theological subject/administrative area.
4. Conduct and apply research to current practice and theory of higher education in their institutional and cultural context to meet its specific mission goals.
5. Lead change in the provision of theological education by identifying issues of concern and providing solutions in a coherent, theological, ethical and educational manner.
6. Work effectively as a team member within a theological institution setting to support institutional efforts to improve learner learning in theological education.

Associated Assessment Criteria

Associated Assessment Criteria for Exit Level Outcome 1

• Describe the current debate on the nature of theological education.
• Extrapolate theological principles and apply them to current professional and institutional practice.
• Identify and solve problems.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply literature on teaching and learning/ theology of theological education to inform self-reflection on own practice.
• Develop a philosophy and practice of teaching and learning/administration through self-reflection.
• Appy insights from self-evaluation to professional practice.

Associated Assessment Criteria for Exit Level Outcome 3

• Construct subject-specific teaching methods informed by current developments in the thinking and theory of higher education and theology and understanding of the learner's context.
• Critically apply current conceptual frameworks of best practice in higher education to the theological education context.

Associated Assessment Criteria for Exit Level Outcome 4

• Construct the criteria drawn from the literature on higher education to evaluate practice.
• Identify strengths and weakness in an institution's approach to administration, management, teaching/ learning practice and policy.
• Predict possible scenarios that might offer solutions to issues raised.

Associated Assessment Criteria for Exit Level Outcome 5

• Raise an awareness of the ethical issues in leading change.
• Raise the critical awareness of current thinking on organisations and change.
• Reflect on personal practice as a change manager in the light of biblical principles and change theory.
• Identify the possible issues in their institution that can be addressed by the application of principles drawn from the literature on higher education.

Associated Assessment Criteria for Exit Level Outcome 6

• Collaborate with colleagues in Communities of Practice.
• Self-reflect on engagement with others in the institution.
• Identify training/mentoring opportunities in the institution.