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.
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