An Integrated Competency-Based Training Model for theological training

James K Mwangi,Ben J De Klerk

doi:10.4102/hts.v67i2.1036

James K Mwangi, Ben J De Klerk

Open Access

https://doi.org/10.4102/hts.v67i2.1036

Copy DOI

Abstract

This article examines the relationship between theological training and practical ministry with the purpose of addressing the fundamental problems that hinder theological training from becoming relevant. There exists a general concern about the way theological schools are preparing men and women for church ministry, with the church leadership feeling like graduates are not up to the task of ministering despite the theological training. The research has established that there is a relationship between theological training and practice of ministry and that practical ministry can only be improved through enhancing theological training. Ultimately the article establishes the need for a competent training programme modelled after the New Testament Discipleship Model approach. This model integrates knowledge, being and practical training. The article tries to outline a model of training (i.e. the Integrated Competency-Based Training Model) that will seek to address many of the inadequacies in the training of church ministers with the aim of making theological training translate into the practice of ministry.

Highlights

The task of theological training is to nurture gifted leaders who are in turn to nurture other believers so that the church can effectively fulfill her missional mandate
Because of the relationship between theological training and the practice of ministry, enriching theological training will enhance the ministry in the churches, translating theological training into practical ministry
The question of the relationship between theological training and practical ministry has arisen from a concern about the quality of theological training

Summary

Introduction

The task of theological training is to nurture gifted leaders who are in turn to nurture other believers so that the church can effectively fulfill her missional mandate. Criticism for the Schooling Model in Guatemala in 1963 is what gave birth to the unconventional model of training for ministry that is called Theological Education by Extension (TEE) This model came into existence in response to a genuine need in the church in Central American Republic. A further strength is that this perspective of Mayers’s model enhances close interpersonal relationship between teachers and learners, where the teacher is viewed as a facilitator and guide in the learning process This model calls for flexible content where the course is structured according to the developing needs of the student and the current issues in the church and society

A Functioning Model – Bibliche Ausbildung am Ort

Conclusion