CBTE Must Make Flexible Pace a Supported Path, Not a Private Burden

Competency-Based Theological Education asks learners to progress through demonstrated ministry competence rather than attendance alone. CBTE is the international abbreviation for this approach and refer here principally to contextual, mentored formation integrating knowing, being and doing. This is distinct from Kenya's general occupational Competency-Based Education and Training, commonly abbreviated CBET.

One of CBTE's most attractive promises is flexible pace. A pastor, church worker, parent or bi-vocational learner may connect study with ministry instead of leaving ministry to fit a rigid calendar. A learner who already demonstrates part of a competency need not repeat every activity, while another may take more time to practise, receive feedback and grow.

Yet flexible pace can hide an institutional failure. When a programme removes a common timetable without replacing it with clear milestones, active accompaniment and fair intervention, flexibility becomes a private burden carried by the learner. Time may vary, but responsibility for progression must remain shared.

On 17 October 2026, an institutional explainer from ELGS described CBTE schedule flexibility as movement from a fixed timetable toward a realistic rhythm of reading, writing, reflection, ministry practice and faculty or mentor conversation. It also correctly stated that the Association of Theological Schools' June 2026 guidelines do not waive academic expectations or constitute accreditation of an individual programme. This is current institutional explanation and programme-facing guidance, not independent evidence of completion, cost,…