CBTE Must Audit Who Gets to Demonstrate Competence

A programme may admit women and men under the same policy, publish one competence map and apply one final rubric. It may still produce unequal opportunity to become demonstrably competent. One learner receives regular preaching, leadership, pastoral-care and governance assignments; another is permitted to observe. One has three credible mentors; another is assessed by the person who also controls employment, ordination or placement. One can travel, connect and upload evidence at the expected time; another carries costs and responsibilities the programme has never measured.

Competency-Based Theological Education should make these conditions visible. CBTE means Competency-Based Theological Education and remains distinct from Kenya's general occupational Competency-Based Education and Training, or CBET. The focus here is contextual, mentored formation in Bible colleges and church communities. CBTE also operates in higher education, as the ICETE standards make clear.

Fairness does not mean lowering the standard or promising every learner the same church office. It means that an educational verdict should reflect demonstrated competence rather than hidden differences in access to ministry, mentors, time, safety, technology, money or institutional permission.

The governing sequence should be: define competence → map opportunity → remove avoidable barriers → protect the learner → gather varied evidence → calibrate judgement → recognise achievement → report remaining inequality → improve the system.

The 2026 International Day of the Girl on 11 October carries the theme…