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.

“Core competencies” are the attitudes and skills that students should develop by the time they graduate from an academic program. They are the qualities that are necessary for success and excellence in any field of service. Too often, Bible colleges neglect to state and define clearly these expected student outcomes. Consequently, students experience an incoherent curriculum, and faculty members struggle to assess the effectiveness of their teaching. Faculty members in Bible colleges can remedy these shortcomings by engaging in an intentional, five-stage process of identifying, defining, and assessing the core competencies of their curriculum. These core competencies will serve as the threads that run through the general education courses, Bible courses, and professional courses, tying them together as a coherent whole.

The purpose of this paper is to stimulate discussion about Competency Based Theological Education (CBTE) as a possible solution for meeting the desperate growing need for theological education. The Changed Evangelical World. The demographic spread of evangelical believers worldwide has changed dramatically in the last 50 years or so. Figure 1 below, is an attempt to show the approximate relationship between believers in the so-called Majority and Western Worlds. In 1960 for every 1 believer in the Majority World there were 2 in the Western World. In 1980 it was 1 to 1. In 1992 it changed to 2 in the Majority World for every 1 in the Western World. At present it is more than 4 for every 1 believer in the Western World. Evangelical Christianity has undergone a profound change from being Western to becoming Majority World and this trend is continuing.