CBTE Must Verify the Learner Behind the Evidence

A sermon manuscript can now be drafted, polished and translated within minutes. A pastoral case reflection can be made to sound mature. A ministry strategy can arrive complete with a needs analysis, budget, indicators and theological language. Digital platforms can organise these products into an impressive portfolio and generative artificial intelligence can help an assessor summarise them.

None of this is automatically dishonest. Ministers need to learn how to work responsibly with contemporary tools. Technology can widen access, reduce unnecessary repetition, support learners writing in an additional language and help dispersed mentor teams see a learner's development over time. The danger begins when the quality of an artefact is silently treated as the competence of its apparent author.

CBTE means Competency-Based Theological Education. It remains distinct from Kenya's general occupational Competency-Based Education and Training, or CBET. For Bible colleges and church-based ministerial formation, the CBTE approach discussed here is contextual, mentored and based upon demonstrated competence integrating knowing, being and doing. Its central assessment question is therefore not, 'Is this submission impressive?' but, 'What does this evidence truthfully establish about this learner's present capacity to serve?'

On 15 September, North-West University published an account of Professor Dorothy Laubscher's inaugural lecture on technology, pedagogy, open education and self-directed learning. The report says that carefully structured cooperative environments can help learners reflect and take increasing responsibility. It…