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Theological Colleges
The BUSA always had a high regard for trained ministers and due to there being no theological institutions during the developmental years, ministers were often recruited from England and Germany (Hudson-Red 1983:365). The Baptist Bible School was established in 1926 along with the Ministerial Education Committee, which was established from the early twenties, tasked to train and equip men who were not able to go overseas for training (Hudson-Reed 1983:367).
The Baptist Theological College of Southern Africa was eventually inaugurated on the 9th of March 1951 at the Rosebank Union Church. However, a branch was eventually opened in the Western Cape for the “Coloured brethren” (Hudson-Reed 1983:373). Due to the apartheid laws “the Baptist Theological College is quite willing to accept our people but the laws of our land being what they are, we must look elsewhere for theological training of our men. With the bulk of the churches being in the Western Cape, we feel that the establishment of a College in that vicinity will serve our community better than elsewhere in the Republic” (Hudson-Reed 1983:270). It was for these reasons that two theological colleges were eventually operating in South Africa, one as a historic reminder of the injustices of the past as well as BUSA’s unfortunate response to addressing the matter at hand.
Baptist Theological College (BTC)
BTC was established in Johannesburg in the 1950’s (Hale 2006:755) and due to problems with the principal was temporarily closed and re-opened in 1956. Only two people of colour as students were allowed at any given time due to the apartheid system (Scheepers 2008:31-32). BTC then moved to Parktown and finally to Randburg in 1993 where it still stands (Christofides 2008:166).
Cape Town Baptist Seminary (CTBS)
In 1972, the BUSA executive agreed to establish a college branch of the Theological college in Randburg in the Western Cape for training coloured ministers and now is an autonomous and multicultural institution of staff and students (Scheepers 2008:46-47). CTBS was officially opened in 1973 with its first students in 1974 under the name of the Cape Town Baptist Theological College and finally to the Cape Town Baptist Seminary as it now exists (Christofides 2008:166).
Afrikaanse Baptiste Kerk Teologiese Semenarium (ABKTS)
Die Teologiese Seminarium van die Baptiste was established for those serving the Afrikaans-speaking community and with the aim of receiving their ministerial training in Afrikaans (Hudson-Reed 1983:373) and “has been a vital factor in the growth and development of the ABK (Afrikaanse Baptiste Kerk) churches, and its establishment, though strongly opposed in the beginning” (Hudson-Reed 1983:375). The ABKTS, however, has never developed in size and has been teaching the curriculum of BTC.
The theological colleges have always had as its flagship program either a diploma in theology or bachelor in theology. Both BTC and CTBS offer a course in youth ministry, however, upon graduation, the degree conferred is a Bachelor in Theology with a specialisation in youth ministry and not as a youth pastor. Both theological colleges have struggled with the availability of qualified lecturers in youth ministry and the development of the youth ministry track (Codrington 2003:202).
Chapter 1 .
1.1. Background to the research
1.2. Research Problem .
1.3. Conceptualisation from the research question:
1.4. Key Concepts the study will address
1.5. Epistemology
1.6. Practical Theology Methodology
1.7. Types of Research
1.8. Research Plan (Method employed/Research design)
Chapter 2
2.1. Introduction
2.2. BUSA History: A Summary from Inception until Present
2.3. Theological Colleges
2.4. Baptist Identity
2.5. Service Organisations
2.6. Present Youth Ministry
2.7. Conclusion
Chapter 3
3.1. Introduction
3.2. The Call and Ordinatio
3.3. Developing the argument of Call and Ordination
3.4. Developing a theology of call and ordination
3.5. Contemporary Baptist practice
3.6. The relationship between Profession and Vocation
3.7. Qualities for the pastoral ministr
3.8. Call and Office of the career youth pastor
3.9. Conclusion
Chapter 4
4.1. Introduction .
4.2. History of youth ministry
4.3. Defining youth ministr
4.4. The telos of youth ministry .
4.5. Youth ministry as practical theology
4.6. Philosophies and Perspectives of Youth Ministry
4.7. Approaches to youth ministry
4.8. Models of Youth Ministry
4.9. Conclusion
Chapter 5
5.1. Introduction
5.2. Defining the young person
5.3. The immediate world of the adolescent – The Family
5.4. The external world of the adolescent .
5.5. The internal world of the adolescent ..
5.6. Bridging the worlds of the adolescent
5.7. Conclusion
Chapter 6
6.1. Introduction
6.2. Research aims and questions
6.3. Sampling
6.4. Method of research.
6.5. Data analysis
6.6. Storage .
6.7. Reporting on Emerging Themes
6.8. Discussion of the data .
6.9. Conclusion
Chapter 7 .
7.1. Introduction
7.2. Revisiting the research problem
7.3. Revisiting the research question
7.4. Revisiting the literature review .
7.5. Recommendations gleaned from the study
7.6. Limitations and shortcomings of the study
7.7. Concluding remarks
