Decolonising CBTE Must Change Who Defines Competence

A curriculum committee adds several African authors to a reading list. A lecturer replaces a foreign illustration with a local story. Students are permitted to answer one assignment in a familiar language. The programme is then described as contextualised or decolonised.

These changes may be valuable, but they do not yet alter the educational centre of gravity. The competencies may still have been defined elsewhere. The timetable may still remove learners from the communities in which ministry must be practised. External funders may still determine priorities, examinations may still reward reproduction, and local pastors may remain placement hosts rather than co-educators with a governed voice.

Competency-Based Theological Education (CBTE) offers a deeper possibility. Because CBTE begins with what a person should know, be and do in context, it can relocate theological learning into the life of church and community.

That possibility is not automatic. A programme can use competency language while importing every definition, rubric, platform and judgement. Decolonising CBTE must change more than content. It must change who defines competence, whose evidence counts and who can correct the educational system.

The Association for Christian Theological Education in Africa has announced a webinar on “Decolonization of Curriculum in Theological Education” for 26 August. ACTEA's current programme places the issue within its continental work of accreditation, research and capacity building. ACTEA event listing.

The official listing…