CBTE Must Separate Mastery From Speed

A minister who already demonstrates mature competence should not be required to repeat learning merely to complete a calendar. A learner who needs more formation should not be pushed forward because a cohort is graduating, a sponsor expects a quick certificate or a ministry appointment is waiting.

This is one of the most demanding promises of Competency-Based Theological Education. CBTE means Competency-Based Theological Education and remains distinct from Kenya's general occupational Competency-Based Education and Training, or CBET.

CBTE can vary time, sequence, learning activities and evidence routes because learners enter with different histories and serve in different contexts. What it cannot vary casually is the standard of competent ministry. The governing principle is therefore simple: time may vary; proficiency must not be negotiated.

That principle becomes difficult when institutions advertise flexibility, learners carry heavy ministry and family responsibilities, mentors volunteer their time, recognition of prior learning promises acceleration and digital platforms display rapid progress. Without careful governance, a flexible pathway can reward speed, conceal overload and certify development that has not had enough opportunity to become visible.

In September 2026, the Higher Learning Commission announced expanded competency-based education materials, including revised definitions, a simplified substantive-change application and new guidance for institutions and peer reviewers. The guidance asks institutions to demonstrate how CBE programmes satisfy accreditation requirements rather than treating the label itself as evidence of…