Postgraduate Diploma in Theology

Purpose

The Postgraduate Diploma in Theology is aimed at providing the knowledge and skills that are required by learners in Theology to perform ministerial duties in a professional, ethical and efficient manner. Learners for ordained ministry in the Catholic Church are required to have four years of theological training. In the institution the four years of training has been divided into a three-year Bachelor of Arts (BA) in Theology qualification that provides the theological training and a one-year qualification that focuses on the professional training and that combines classroom and practical activity and that evaluates the learner on practical performance as well as theoretical knowledge.

On completion of this qualification the learner should be able to function in pastoral ministry (ordained or non-ordained) and perform ministerial duties professionally, ethically and efficiently. Learners will have a deepened understanding of Christian Roman Catholic Theology and be capable of synthesising and articulating Catholic doctrine using a multi-disciplinary approach. Learners will gain the skills to be proficient in proclaiming the Gospel message in a manner that speaks to all members in society and be comfortable doing so using a variety of media platforms. Overall learners will be equipped to be efficient, professional and ethical pastoral ministry agents (ordained or non-ordained) and contribute academically to the field of Christian Roman Catholic Theology through research.

Rationale

The qualification is a year-long aiming to provide the learner with the knowledge and professional training. Some of the basic disciplines are taught, practised and subjected to reflection in a class-room setting. The skills are practised, evaluated, corrected in a practical setting such as a hospital or parish.

Up to now the four years of theological training required for ordained ministry in the Catholic Church were provided in a four-year professional Bachelor of Theology. In consultation with the stakeholders it was agreed that, in changing times and indications that the number of people preparing for non-ordained ministry will increase, the formal theological training for ministry (ordained and non-ordained) would be offered in a broad based Bachelor of Arts in Theology. The specific professional training for ministry of learners preparing for ordained and non-ordained ministry would take place in the qualification.

In consultation with the stakeholders it was ascertained that this qualification was required in order to

• Provide the professional training required of learners who are preparing for ordained ministry in the Catholic Church.
• Provide the professional training required by lay people who are engaged in or preparing for non-ordained ministry.
• Provide renewal and updating of the qualification for people already serving in ministry both ordained and non-ordained.

In the past the institution catered for learners entering non- ordained ministry in a special qualification. The numbers of learners enrolling for this was not adequate and the training provided was deemed excessively theoretical. Hence, the decision to have a common theological qualification followed by a dedicated qualification specialising in the practical training and updating of people engaged in or preparing for ministry.

Recognition of Prior Learning (RPL)

The institution subscribes to the basic principle that learning occurs in various situations, both formal and informal. The institution thus acknowledges that human development, lifelong learning and experience, though not always academically quantifiable, constitute invaluable learning to be considered as already in place in assessing learners for admission to modules and qualifications.

RPL is the acknowledgment of skills and knowledge already acquired by a person from previous study, work and/or life experience.

• Modules done at an accredited private or public educational institutions, professional bodies or associations.
• Work or other forms of practical experience.
• Life experience.

Objectives of RPL

The purpose of the institution's RPL policy is to provide a framework within which applications for RPL are made, assessed and implemented.

Scope of RPL

RPL at the institution is available to learners who have appropriate learning and/or skills in relation to the qualification, regardless of where or how the learning was obtained.

Process of Assessment for RPL

The primary decision in determining whether or not RPL is granted rests, for each Department, with the Exemptions Committees on a case by case basis.

In general, the application for RPL at the institution consists of the following procedures

• On application for registration, the learner seeking RPL submits the "Application for Recognition of Prior Learning" form together with supporting documents (e.g. academic transcripts, letters of recommendation, employment reports, etc.).
• The Exemptions Committee meets on a date determined by the Academic Dean and considers the application for RPL, paying special attention to the supporting documentation submitted with the application.
• A letter is written to the learner by the Academic Dean communicating the outcome of the Exemptions Committee's deliberations.
• If RPL has been granted, a certificate is issued to the learner, indicating the modules in which RPL has been granted.
• If the learner wishes to appeal the decision of the Exemptions Committee he or she may do so in writing to the Academic Dean, clearly indicating objective reasons for the appeal and, if necessary, providing further documentary evidence.

Notwithstanding any other conditions that the Exemptions Committee may grant credit for prior learning if such learning was done in a local tertiary institution.

Entry Requirements

The minimum entry requirement for this qualification is

• A Bachelor's qualification, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits for those preparing for ordained ministry and 130 Credits for those not preparing for ordained ministry.

Compulsory Modules, Level 8, 120 Credits.

Those who are preparing for ordained ministry will be required to take the following modules

• Pastoral Administration and Labour Law, 12 Credits.
• Canon Law: Sacraments, 14 Credits.
• Foundations of Theology of Ministry (Pastoral Work Integrated Learning (WIL)), 16 Credits.
• Research Methodology in Academic and Pastoral Contexts, 8 Credits.
• Counselling Skills, 12 Credits.
• Integrating Reading Programme, 14 Credits.
• Homiletics, 12 Credits.
• Practicum: Celebrating of Sacraments, 12 Credits.
• Ethics in Ministry, 8 Credits.
• Spiritual Direction Seminar, 12 Credits.

Compulsory Modules, Level 8, 130 Credits

Those who are not preparing for ordained ministry are to complete the following core modules

• Building Christian Communities, 14 Credits.
• Prayer in the 21st Century Church, 14 Credits.
• Research Methodology in Academic and Pastoral Contexts, 8 Credits.
• Studies in Systematic Theology, 14 Credits.
• Contextual Biblical Studies 1
• Foundations of Theology of Ministry (Pastoral WIL), 16 Credits.
• Lay leadership Ministry, 8 Credit.
• Contextual Biblical Studies 2.
• Contemporary Moral Theology, 12 Credits.
• Research Project, 14 Credits.

• Demonstrate competence in applying the theological principles that have been studied in the classroom
• Demonstrate competence in the practice of the pastoral skills and principles that have been learned in practice, in classroom role play and practices and in the Workplace
• Demonstrate effective knowledge competence to discern the nature of the pastoral problem, the options that are open to finding a solution to the problem and the ability to find the most suitable and ethical solution.
• Analyse and critically evaluate the human, social and religious context and have an ability to advance meaningful suggestions and advice. Have a capacity to challenge his/her audience to deeper personal, social and religious commitment.
• Organise and coordinate resources and opportunities in the field of religious practice and Christian Commitment.
• Practice acceptable social, ethical and religious sensitivity with others and work effectively in self-directed human, social and religious environments. Being able to work in a team and demonstrate leadership and teamwork in the field of religious practice and ministry.
• Make use of appropriate e-World technologies in expanding human and social and spiritual development and in fostering life-long learning and an ability to grow and learn from new social and religious environments.
• Demonstrate readiness to undertake further academic studies at a Postgraduate Level.

The following Associated Assessment criteria will be assessed in an integrated manner across the Exit Level Outcomes

• Demonstrate an ability to do these tasks knowledgably, ethically and efficiently.
• Draw knowledge from different fields of theology and from the social sciences and an ability to choose judiciously between them and to apply the most appropriate response to the given situation through assignments and reflection papers.
• Demonstrate competence in these skills in a WIL situation.
• Demonstrate in practical pastoral situations and/or in discussion or presentation of theory, an in depth knowledge and understanding, of the social, religious and human situation with which he/she is confronted and ability to evaluate the different options open to the situation and the capacity to choose the option that is most appropriate.
• Present a critical theoretical/theological evaluation of the situation and a capacity to respond to it ethically and theologically in an appropriate manner.
• Demonstrate an adequate knowledge of the Laws of the Church, of the theological principles on which it is founded and a commitment to the ideals to which it is committed.
• Demonstrate through supervised engagement with the community, knowledge and acceptance that preaching and many pastoral activities are not just "spoken" in words but are demonstrated by the witness of the preachers own life and communicated in deeds and actions as much as in words.
• Demonstrate a capacity, willingness and enthusiasm for social interaction.
• Demonstrate commitment to these principles and his/her capacity to lead will be observed and subjected to intervention.
• Apply suitable information processes to development practice and communicate information effectively.
• Demonstrate the ability and competence in the use of the social and mainline media to promote the values of the Christian Church.
• Demonstrate an ability to use draw on diverse theological disciplines, to demonstrate an ability to analyse situations and to apply principles to diverse situations.

Integrated Assessment

All regulations and guidelines indicated in the following sections are based on core principles as: fairness, validity, reliability, practicability, and authenticity.

These principles are applicable within an environment of teaching and integrated learning in the area of theology in order to assess the learner's progress and determine the application of knowledge in concrete life situations.

Purpose and Forms of Assessment

The chief purpose of assessment is to: a) give feedback to lecturers (evaluating module, teaching), measure the learners' progress in learning, and diagnose their difficulties. b) Evaluate mastery of acquired theological knowledge and applied competence in the learner's ability to integrate theological concepts, ideas and actions in real-life situations. c) Motivate and encourage learners to learn as well as to rank them.

The Theology Department allows for diverse forms of assessment. The main forms include: essays which will discuss a particular theological view and involve critical analysis of the opposing views; integrating essays with the aim of integrating material from different theological areas into one coherent study; research papers on a particular topic which usually is supervised in a broad sense by a lecturer; oral examinations of not less than 10 minutes per learner; written examinations of two or three hours depend on the module credits; take home examinations.

Other forms of assessment may also be required: a) Reflection papers which use one's creative imagination inspired by the reading, topic of discussion and which involve finding relationships with other areas of theological knowledge. b) Reaction papers with the aim of giving one's opinion on the author's view or theological argument. c) Quizzes - non-written tests with short answers to assess the students understanding and knowledge of lecture content or relevant reading required) Written class tests to assess students understanding and knowledge of lecture content or required reading. e) Presentations which assess the learner's ability to present verbally a particular topic and respond to questions posed by his/her peers. f) Other forms that may be determined by the lecturer with the agreement of the Head of the Department or the Subject Committee.

Formative (or continuous) assessment takes place during the process of teaching and learning and aims at evaluating the learner's ongoing engagement with the teaching and learning process of the module content. Formative assessment includes forms of assignments.

Summative (or comprehensive) assessment is used to measure a learner's overall engagement with the process of teaching and learning according to the stated outcomes of the module or the Exit Level Outcomes of the qualification either at the end of a semester or at the exit level.