(rev) Manual Pt 2-4 Competencies

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PROFILE of desirable COMPETENCIES Aims can be expressed in terms of what the student will be competent to do or what attitudes he or she will be expected to have acquired once the programme has been completed. Examples are listed below: DISCUSSION Take one group at a time and decide what level of learning (Certificate, Diploma, Degree) ought to be expected of each of the four competencies listed. Then write an example of one appropriate educational/training objective for each competency. Note: The dominant learning domain (s) are indicated in the L/H margin.

Group A K/U/D Expound clearly 20 major biblical doctrines as they relate to God’s plan of salvation. U/D Know how to interpret the different genres of Scripture. B Lead a life marked by personal holiness and devotion to God. U Know how to distinguish spiritual gifts from natural talents. Group B U/D Know how to use their natural leadership styles in church life. B A developing maturity in their walk with God and dealings with others. B/U Show practical compassion for people in need. K/U/D Apply significant lessons of church history to today’s church life, service and witness. Group C U/K Understand the problems and opportunities of local church life. B Demonstrate the fruit of the Spirit in significant areas of their life. U/B/D Appreciate their own strengths and weaknesses in ministry to others. B Demonstrate integrity and consistent honesty in their personal dealings. Group D B Demonstrate a servant’s heart in relationship to others. U/D Know how to minister across-culture. D/U Demonstrate conflict resolution skills in church and community life. D/U/B/K Enable a congregation to worship God in spirit and in truth. B/U/K U B/D D/U

Group E Act courageously in ways consistent with biblical values. Understand the cultural, social and moral issues in their contemporary situation. Exercise spiritual disciplines in daily life. Demonstrate developing skills of evangelism in the local church’s outreach.

Group F D/U Demonstrate management skills in a significant Christian ministry. B Take effective initiative in enabling others to minister and grow. D/U/B Demonstrate sound vision in the leadership of a Christian community or organization. D/U/K Demonstrate equipping, recruiting and mentoring skills. Group G D/U/K Exercise effective preaching and teaching skills. B/U/D Demonstrate shepherding skills in a complex pastoral situation. B Have a teachable spirit and an ongoing desire to grow in the things of the Spirit. D/U Exercise communication and listening skills in congregational life.

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CONSTRAINTS Below are listed some constraints commonly experienced in Christian Institutions. Evaluate the most pressing in your situation and add any further constraints that come to mind. STUDENTS Level of Education at entry (relevance of study methods and habits, knowledge) Level of Commitment to study (motivation, distractions) Commitment to Christ (personal relationship, dedication) Powers of concentration (hence the relevance of: ‘how many consecutive classes?’) Range of general abilities (learning, initiative, understanding) Family situation / travelling in daily / other commitments (assignments) Health: physical, mental and spiritual Experience of community living and individual study Reliability with books (care and return) ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. FACULTY ……………………………………………………………………………………….. Availability (enough to cover all subjects / training exercises) Time commitment (full-time, part-time, other commitments taking priority) Experience and knowledge of the subject / field Willingness to study further / a new area in order to cover a subject / field Modeling (image presented to the students to imitate) Level of care for students Concern for maintenance of discipline Degree of initiative in developing new ideas Concern for appropriate educational methods used to teach subjects ………………………………………………………………………………….. ………………………………………………………………………………….. ………………………………………………………………………………….. …………………………………………………………………………………..

TEACHING MATERIALS Availability of text-books Availability of Library books (accessibility, gaps in certain areas) Use of copying facilities (for what purpose?) Journals for Faculty (for book reviews, new ideas) ……………..……………………………………………………….. ………………………………………………………………………

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DISCUSSION List 10 COMPETENCIES that you and your colleagues consider ESSENTIAL for the work for which you are preparing your students. Add the appropriate LEARNING DOMAINS for each 1. --------------------------------------------------------------------------------------------------------------2. --------------------------------------------------------------------------------------------------------------3. --------------------------------------------------------------------------------------------------------------4. --------------------------------------------------------------------------------------------------------------5. --------------------------------------------------------------------------------------------------------------6. --------------------------------------------------------------------------------------------------------------7. --------------------------------------------------------------------------------------------------------------8. ---------------------------------------------------------------------------------------------------------------

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9. --------------------------------------------------------------------------------------------------------------10. -----------------------------------------------------------------------------------------------------------Thinking now of the CONSTRAINTS that apply to your programme’s goals and the situation in which you have to achieve those goals, can you create (and describe below) some NONTRADITIONAL kinds of LEARNING EXPERIENCES that would enable you to develop the COMPETENCIES you have identified above? (These should not include class-room and Library work.) -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------