CBTE Must Form Mentors Before It Trusts Their Judgement

Competency-Based Theological Education depends upon people who can see ministry close enough to recognise both faithfulness and danger. A classroom paper may reveal interpretation; a contextual mentor can observe whether that interpretation becomes truthful preaching, protected pastoral care, wise leadership and a life open to correction. This proximity is one of CBTE's greatest promises.

It is also one of its greatest risks. A pastor may be deeply experienced and still lack the language of assessment. A lecturer may know a discipline and still misread culture or character. A denominational leader may understand ecclesial expectations while holding power over the learner's appointment. A warm relationship can produce inflated judgement; a strained relationship can make formation punitive. When a mentor's opinion affects progression or certification, goodwill is not enough.

CBTE means Competency-Based Theological Education and remains distinct from Kenya's general occupational Competency-Based Education and Training, or CBET. Its concern is contextual and mentored formation for ministry: integrating what a learner knows, who the learner is becoming and what the learner can do faithfully before God and neighbour.

A newly published 2026 integrative review examined support for clinical preceptors in competency-based health-professions education. Its search covered eight databases and returned 6,255 citations, of which 21 studies were included. The review begins from a recurring implementation problem: contextual assessors are central to competence-based education, yet many lack specialised preparation…