by Jay Barnett Introduction Throughout the history of education in the United States there has been and continues to be...

In the Winter 2009 edition of the Journal for Biblical Higher Education, Gregory Linton proposed a method by which “core competencies” could be established and integrated into bible college curriculum. Linton suggested that bible college curriculum is often fragmented, lacking an overarching structure to guide students from lower-level to higher-level competencies. Linton’s prescription was that bible colleges should define and assess competencies to ensure that educational objectives are met. Linton’s article is affirmed as a positive step forward in the promotion of student assessment and institutional effectiveness. This article is intended to be complementary to Linton insofar as the author can provide a general educational theory and practical examples of methodological approaches to competency-based education in theological and ministerial training. Using the Australian Vocational Education and Training (VET) model, a case study will be formulated that describes several field-based methods employed using this approach in an international context. Finally, a brief evaluation will be offered of the model from the perspective of educational methodology and theory.

In the midst of an emerging “iCulture” (iPods, iTunes, iPhones, etc.) that is literally saturated with noise, there are a growing number of young men and women who are desperate to discern the still, small voice of God. They are eager to distinguish God’s voice from the multitude of competing cultural voices that constantly clamor for their attention, and they are increasingly dissatisfied with the poor substitutes so commonly offered by organized religion. They want to know how to recognize and respond to God’s call upon their lives, and they are asking for our help. So what do we have to offer to this new generation of emerging spiritual leaders as they seek to discern God’s call in an age of unprecedented complexity and confusion?

Every Christian college and seminary professor hopes and prays that his/ her students will help transform contemporary culture. But to transform means “to change markedly the appearance or form of” or “to change the nature, function, or condition of; to convert.” While willing to accept that definition (I doubt very much whether the denotation or connotation of transform has changed much in the last 25 years), I fear the word “transform” may not be an option for students in our classes. Although our Homiletics department might produce another “Billy Graham” for the 21st century, we must focus on the realities of what our graduates can and will do. This article attempts a biblical answer to the penetrating question we all face: How can we prepare our students to deal with the degenerating culture of this new millennium?

A Bible college student in his second semester of school was asked how his classes were going and what he thought about his education to date. He replied, “The best part of my experience has been the call to serve as an associate pastor at my church. The leadership of my senior pastor is really good.” This church called the student with the intention of keeping him all the way through his Bible college education, and beyond, if that was what he felt led to do. This student was excited about his ministry because he was applying what he learned in the classroom. He was also able to talk about his practical experience in his classes. In this student’s opinion, this was the best and most enjoyable way to incorporate practical application into his educational program.

Proven Principles and Practices for Christian Nonprofit Ministries including: "80 Principles/Practices of Effective Boards", "Moving Governance from Good to Great", "Governance Reflects Culture and Values", "Is 'Christian' Governance Different?", "Clarifying Board and Staff Roles", and more!