CBTE Must Let Learners Demonstrate Competence in the Language of Ministry

A learner may explain a doctrine carefully in English yet be unable to preach it clearly in Kiswahili. Another may lead prayer, mediate conflict and interpret Scripture wisely in a local language but appear less competent when every consequential assessment requires formal academic English. If a programme treats one language as a transparent window into every form of ministry, it may confuse linguistic privilege with theological competence.

CBTE means Competency-Based Theological Education. The focus here is its contextual, mentored application in Bible colleges and church-based ministerial formation. It is distinct from Kenya's general occupational Competency-Based Education and Training, or CBET, and it should not be used as a universal label for all theological education.

Contextual formation must therefore ask a practical question: in which languages must this learner demonstrate ministry? The answer may include English, Kiswahili, Kenyan Sign Language and one or more local or cross-border languages. The task is not to lower standards. It is to assess the right competence through evidence that is linguistically intelligible, theologically accountable and recognisable beyond one assessor or congregation.

UNESCO's current International Decade of Indigenous Languages page, updated with activity through 4 September 2026, presents language preservation, community authorship and the participation of language users as an international priority. The page highlights contemporary initiatives but does not evaluate Bible-college education or prove that multilingual assessment improves ministerial outcomes.…