THEOLOGICAL EDUCATION TASK GROUP

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1 REPORT TO 26 TH SYNOD THEOLOGICAL EDUCATION TASK GROUP 1 BACKGROUND The first Theological Education Task Group was appointed following the 23 rd Synod in After its report to the 24 th Synod (May 2004), the Synod resolved (inter alia): to affirm the insights in the document Caught in the Slipstream as providing the basis for ongoing conversations about the nature and directions of theological education; to commend the Becoming Disciples process to Congregations and Faith Communities; to explore a range of mixed mode delivery strategies; to note the following priorities: A. mixed mode delivery with another denomination(s) and/or university, B. mixed mode multi-synod approach with increased cooperation across Synods. (Minute 04.39) The current task group was subsequently appointed with two of the members of the previous task group continuing. This built on the achievements of the previous 18 months i.e. the theological foundations affirmed in Caught in the Slipstream and the two options chosen. This task group brought a comprehensive report to the 25 th Synod (September 2005) in which 8 key directions were identified. These were endorsed by the Synod. 2 OUR TASK Since the 25 th Synod, the Task Group has met frequently and has engaged in a vigorous exchange. Our efforts have mainly been focussed on: drafting a Vision Statement for theological education in the Queensland Synod; fleshing out the Synod s 8 Key Directions and drafting 14 achievable Goals to put legs on the Key Directions whilst elaborating the intention of these goals; exploring a range of university linkage options (including with local universities, with Charles Sturt University, and through membership in Adelaide College of Divinity and thus Flinders University); various other related issues. Along the way, we have kept the Moderator, General Secretary and Director of Financial and Property Services (FAPS) informed and have consulted with members of the Council of Synod (COS), the Synod Leadership Team (SLT), the Ministerial Education Board (MEB), the Principal and Faculty of Trinity Theological College (TTC), Presbytery Chairs, the Mission Advisory Forum and others. We have also sought advice from Dr Randy Edwards of the Australian College of Ministry, Rev. Dr Lee Levett-Olson, Principal of Coolamon College and Ms Naomi Waldron, on-line educational developer Replacement 1-20/04/07 Theological Education Task Group C7-1

2 In all of our conversations we have held before us the vision of whole-of-church education (and not just formation for the specified ministries). Hence we have had in mind the full range of educational levels of study including various learning opportunities, as well as a variety of forms of delivery to support people across all areas of the Synod. Our report highlights some of the issues with which we have wrestled, provides a chart of the goals (under the key directions approved by the last Synod) with detailed elaboration, a structural diagram and some proposals for the Synod s consideration. To keep before us the theological vision underlying the whole proposal, we are making the paper Caught in the Slipstream (affirmed by the 24 th Synod) available on the Synod website at Our expectation is that our proposals will achieve the following: 1. Provide a community environment where persons may explore the Christian faith for personal interest and enrichment, and where those who sense a call, or wish to test a call, to a range of ministries can be equipped for those ministries. 2. Ensure the proposed learning network partners with Presbyteries for equipping the whole people of God for ministry and specifically for the new ministry of pastor. 3. Facilitate the offering of theological education in diverse delivery modes and a range of levels so that anybody can engage with theological education whatever their personal preferred learning style, previous educational experience or life circumstances. 4. Provide internal theological integrity within the network and in partnership with the whole church. 3 VISION STATEMENT The Task Group offers the following vision statement for consideration by the Synod: The Queensland Synod aims to have a highly respected centre of excellence in theological education that equips for ministry both lay and ordained leaders within our own Synod area and with special emphasis on the Asia-Pacific region. The centre will embody the theological values of the document Caught in the Slipstream received by the 24 th Synod. Such a centre (proposed name Network for Christian Formation ): will include all levels of theological education from one-day seminars to doctorates, in a variety of modes of delivery, in a range of locations and resource a variety of forms of ministry; will offer flexible access and pathways to ordination; will have a faculty of full time academics and adjunct staff drawn from ordained and lay members offering theological and secular skills; Replacement 1-20/04/07 Theological Education Task Group C7-2

3 will be resourced by a centralised and efficient administration system focused on serving its clientele; will demonstrate marketing and financial management skills; will, where appropriate, offer options for assessment towards fully accredited awards; and will seek government funding and sponsorship. 4 ONE INSTITUTION TWO ARMS We envisage one integrated institution (provisionally called Network for Christian Formation, NCF), with two arms: Trinity Theological College offering training which may lead to Bachelor s and Post-graduate qualifications (within the Australian Qualifications Framework) for both ordained and lay ministry; Pilgrim Learning Community (provisional name) offering all other learning opportunities for lay and specified ministries (including continuing education). The Pilgrim Learning Community (PLC), in partnership with Presbyteries, and drawing on various expert contributors, will offer a range of learning opportunities, such as: Half day seminars and consultations. Resources for local congregational groups (for example: 6 sessions on the Basis of Union, or 4 sessions on eldership, workshops on peace making etc). Co-ordination and program oversight of Continuing Education for the specified ministries (CEM) and others; Vocational Education and Training (VET) sector courses (e.g. Certificates I, II, III, IV); it would therefore be important to either link with an existing Registered Training Organisation (RTO) or establish one. Period of Discernment as a way for any person to explore life s direction. The Learning Community would work in cooperation with Youth and Children s Ministry Unit (YACMU), the Mission Consultants, Uniting Care, Vision for Mission Advocate, Chaplaincy Commission and qualified people across the State. It fulfils some of the hopes of the former Ruth Horton Centre. We envisage continuing the link with Coolamon College, through Pilgrim Learning Community, but becoming more actively involved in developing and updating study materials. Pilgrim Learning Community will need, as part of its total offerings, access to a Registered Training Organisation (RTO), for the purposes of offering accredited Certificates. We propose that the Synod pursue: Using the RTO status of Coolamon College/Adelaide College of Divinity; If this does not meet all the required needs, then also pursue active linkage with another organisation which has RTO status; If this still does not meet all the needs of the Synod, then undertake to achieve RTO status within the Pilgrim Learning Community. Replacement 1-20/04/07 Theological Education Task Group C7-3

4 5 FORMATION Central to the whole enterprise is the notion of formation. Our experience is that the term formation is used very loosely, often with the assumption that everyone is quite clear what this term means, while in fact there is no universally agreed meaning. We see formation as integral to the whole learning process, rather than an add-on to academic studies. We see formation as dealing with the whole person, integrating knowledge, skills and attitudes, and always grounded in emotional and spiritual maturity. As mature adults, the students are active agents in determining and fulfilling their own learning goals in consultation with the faculty and Presbytery. This needs to occur within the parameters of the relevant Assembly resolutions and the MEC rules as they apply to those preparing for a specified ministry. We are working with the following understanding of formation as it applies to the whole of Church: Formation is a cooperative venture between the person engaged in the process of formation on the one hand, and representatives of the church on the other, both of whom are regarded as experienced, insightful and equal partners. It is an intentional undertaking of integration which uses a variety of experiences, contexts, processes and bodies of knowledge and which engages the whole person: spiritually, emotionally, intellectually, physically and socially. Formation is an essential component in seeking ongoing growth, transformation, suitability, readiness and sustainability for a role or calling. Within the whole people of God, those being formed for leadership will be always growing in their ability to: be centred and grounded in Christ, reflecting Christ to others through their being and their doing; reflect theologically and help others to do the same at the interface of faith and life; equip others for authentic discipleship in the context of their daily lives; and actively seek to develop and learn at all times. Replacement 1-20/04/07 Theological Education Task Group C7-4

5 6 UNIVERSITY LINKAGE The report from the Ministerial Education Board will no doubt indicate that the relationship (effective since 1991) between Griffith University and BCT changed during We have considered linkage with the various universities with a campus in or near Brisbane, (Queensland University, Queensland University of Technology, Griffith University, Australian Catholic University and University of Southern Queensland, Springfield). Initially no option presented itself as fully attractive, although further exploration is being undertaken. We have also had conversations with representatives of the School of Theology of Charles Sturt University of which the United Theological College of the NSW Synod is a member institution. Linkage with the Adelaide College of Divinity (incorporating the Anglican, Catholic and Uniting theological colleges in SA, plus Nungalinya College, Darwin and Coolamon College) has also been looked at in detail. Each of these would broaden our theological expertise and provide some new opportunities but not, given the distance, the day-to-day interaction on campus with people from a range of disciplines other than theology. We have sought the help of Kevin Davis, one time Director of the Darwin Institute of Technology and Deputy Vice-Chancellor of the Northern Territory University, and currently General Secretary of the Northern Synod, to investigate a university linkage further. While a preferred option is a State-wide network, with its administrative headquarters, classrooms and library situated within an ecumenical learning community on a university campus, this may take some time to achieve. This option, if achievable, would incorporate all levels of education, foster lively interchange with the university faculties, staff and students, offer theological students opportunities to do studies in other disciplines, and vice versa. We do not see the university as controlling the theological faculty or curriculum. Any such linkage is intended to facilitate ongoing dialogue between church and university, and to offer students of the university and the theological colleges ready access to courses that enrich their understanding of the society in which they will work. Such a network would serve the church well; enrich the nature of theological studies whilst also enriching the life of the university. We would wish to explore this with our ecumenical partners in the Brisbane College of Theology. 7 E-LEARNING It is vital that the Network have as one of its first appointments, a qualified, experienced e- learning facilitator (Learning Designer) as a resource person for the whole Network. This person would be responsible for helping to develop policy and assisting all teaching staff to develop and maintain multimedia learning resources. This person would be accountable to the Director of the Learning Community. 8 CONTINUING EDUCATION We believe that Continuing Education for people in specified ministries and others must be done in a much more intentional and strategic way. We would encourage all agents to specialise in some area so that they can be both general practitioners in their local settings and Replacement 1-20/04/07 Theological Education Task Group C7-5

6 specialists offering an area of expertise across the whole Synod and beyond (including sessional teaching as adjunct faculty). In the light of the growing trend towards Ministers of the Word and Deacons being asked to function in a resourcing role for lay leadership in the church we believe an intentional and strategic approach would give the church best value and also offer job satisfaction to the specialists. Continuing Education for Ministry (CEM) should not be left purely to individual choice, though this is important. Synod has a role in identifying the kinds of expertise required. Presbyteries have a role in helping to identify suitable people, freeing up people so that they have time to research, and holding people accountable. We believe that the present arrangement of simply including CEM money as a component of stipend without evaluation of outcomes is not an appropriate and responsible use of scarce resources. We would urge a much more disciplined approach. A data base of people with particular interests (whether in specified ministry or not), who have, or are developing, areas of expertise, should be established and maintained as a matter of priority. 9 RECRUITMENT We believe the positions of Principal, Trinity Theological College and Director, Pilgrim Learning Community are specialised callings which require very specific experience, training and skills in a rapidly changing context. We favour careful development of Position Descriptions and an active search panel (initially appointed by the Synod on recommendation of the Implementation Team and subsequently by the Synod on the recommendation of the renewed MEB) vigorously recruiting for the positions throughout Australia, and, if necessary, beyond. A desirable position description for the Principal of TTC would include: 1. manage the programs of Trinity College effectively in the best interests of the Uniting Church, having particular regard to the missional and identified emerging needs of the Church; 2. report comprehensively to BFC (Board of Christian Formation) on the College s proposed initiatives and operation, having regard to how these matters are affected by its participation in BCT, its relationship with MEC, and with government and other external agencies impinging on Trinity College operation; 3. seek continual improvement in the mechanisms for the delivery of theological education and formation to specified and lay ministries as such delivery falls within the purview of Trinity College; 4. articulate with Pilgrim Learning Community in a mutually complementary way to deliver comprehensive quality theological education; 5. report to MEB on best practice concepts and initiatives in theological education, with a view to fostering debate and progress on such matters; 6. cultivate a collegial team leadership approach among faculty to policy and program formation and related decision making; 7. ensure a supportive environment for faculty, adjunct staff and the student body in academic, administrative and welfare matters; 8. in consultation with FAPS and in line with SLT decisions, implement accountable and transparent procedures for the securing and effective deployment of resources for College programs and operations; Replacement 1-20/04/07 Theological Education Task Group C7-6

7 9. make recommendations to MEB for a program of targeted marketing of Trinity College offerings and facilities; and ensure a partnership relationship with Presbyteries in those matters affecting their responsibilities and functions; 10. encourage a culture of scholarship and research at Trinity Theological College; 11. oversee appointment and professional development of Trinity Theological College general staff. A desirable Position Description for the Director of the Pilgrim Learning Community might include: 1. identify emerging societal and church needs and facilitate the equipping of God s people with knowledge and skills to fulfil the Gospel imperative in a 21 st century context; 2. develop and maintain a broad spectrum of intentional learning opportunities and experiences, with a focus on formation, education and training outcomes for the whole people of God; 3. consult and partner with presbyteries in assessing and resourcing formation needs, including the equipping of trained mentors and coaches in the presbyteries; 4. articulate with Trinity Theological College in a mutually complementary way to deliver comprehensive quality theological education; 5. partner with other Synod agencies, and those with expertise, in offering coordinated approaches to skills development; 6. develop the Continuing Education for Ministry program, ensuring that quality CEM opportunities are provided to whole of church ; 7. lead a specialist Learning Community team in facilitating an open and accessible learning environment, particularly though current approaches to on-line and distance education and formation; 8. establish and maintain a data base of skills available to Synod and Presbyteries; 9. identify and ensure adequate financial and personnel resources to carry out the charter of the Learning Community; 10. Ensure that members of the UCA in Qld and others have access to courses which may provide credit towards certificate and/or diploma awards; recognizing that this will entail gaining Registered Training Organisation (RTO) status, or cooperating with another body which has such status. 10 THE GOALS We have drafted the goals to indicate how the key directions adopted by the previous Synod may become reality. Each of these has been elaborated on the attached chart to indicate how these might be implemented. The goals are: Goals for the Network for Christian Formation (NCF) as a whole Goal 1 The Synod will enhance theological education in the Queensland Synod to the point of being widely recognised as a centre of excellence offering best practice quality theological education, which resources the UCA Qld Synod and other parts of the Church by equipping groups and individuals for leadership in the Church in such a way that the Church discerns and participates in God s mission in the world of the twenty-first century (cf Caught in the Slipstream Replacement 1-20/04/07 Theological Education Task Group C7-7

8 Goal 2 The Network operates in a financially viable environment. Goal 3 The Synod will ensure an outcomes budget for the Network and a close fit between the mission objectives of the Synod and educational provisions of the Network. The Network must exercise responsible and fully accountable stewardship of the Church s and other resources. Goal 4 Within the Church s Regulations and By-laws the renewed Ministerial Education Board (MEB) will provide expert policy oversight of the Network for Christian Formation, ensuring that it responds to the missional and educational needs of the Church. It would be helpful to give this renewed MEB a different name which indicates that it carries broader responsibilities than those currently vested in the MEB. This re-newed MEB will comprise the necessary theological, educational, financial, and marketing expertise to fulfil the stated vision of the Network. (By-laws will need to be reviewed.) Goals in relation to Trinity Theological College (TTC) Goal 5 TTC will have strong and effective university linkage(s) so that College and university are mutually enriched. Goal 6 TTC is part of a consortium which is ecumenical in orientation (and which may be further enlarged), is appropriately credentialed, and provides economy of scale, a diversity of offerings, a welcoming university environment and a strong performance record in research and publication. Goal 7 TTC will offer courses in a variety of modes (face-to-face, intensive, distance, extensive etc) and employ adult learning principles. Goal 8 TTC will recruit highly respected academic faculty members with national / international reputations. Goal 9 TTC will offer students in degree courses an overview of the Church s tradition (Hebrew Scripture, New Testament, Church History, Systematic Theology, Pastoral and Spiritual Theology) in its historical context so that students are then able to engage in critical and constructive theology in a variety of contemporary contexts. Goal 10 TTC will foster skills in liturgical leadership, communication (group work, education, preaching, mission, evangelism, discipleship and pastoral care.) Goals in relation to the Pilgrim Learning Community (PLC) Goal 11 Replacement 1-20/04/07 Theological Education Task Group C7-8

9 The Synod will establish the Pilgrim Learning Community incorporating a Registered Training Organisation (RTO), or become a partner in an existing RTO, to provide an intentional, systematic approach to whole of Church education and formation. Goal 12 Presbyteries will supervise a Continuing Education for Ministry (CEM) process for all in specified ministries and others who may be encouraged to participate. The overall responsibility for the provision of CEM will rest with the PLC, whilst it is recognised that many students engaging in undergraduate or post-graduate studies will enrol with TTC or another approved tertiary provider. Goal 13 The PLC may be part of an enlarged consortium, which is ecumenical, takes advantage of economies of scale, and has a diversity of offerings. Goal 14 The PLC will offer theological and a range of other courses in response to the changing needs of the Church and God s mission in the wider society. Accredited Certificate courses will be offered, as well as a wide range of other educational and learning opportunities. 11 OVERSIGHT The Task Group expects that Synod will want to monitor and ensure that the Synod s key directions and goals are effectively implemented. It will also want to ensure that Trinity Theological College and the Pilgrim Learning Community work together effectively, sharing resources, expertise and theological insights. The two arms of the Network will share one administrative resources and promotions section. Synod will no doubt want to avoid the two arms either duplicating functions or having quite divergent theologies. The Task Group s preferred way to achieve this is to have a strong and effective Board, given clear authority through revised Synod by-laws. The Board will need to act on behalf of Synod, having a transparent budget showing TTC and PLC resource needs separately. The Board will not represent particular interest groups, rather it will represent the interests of the Synod. The Board needs to have in its membership a range of specific expertise. These changes will require amended by-laws. It will be particularly important for the UCA Synod to continue to appoint the Authorised Representative to BCT, receive reports and offer guidance so that policy directions for theological education remain the active role of the Synod. 12 CONCLUSION While our task has been demanding, we are grateful to God and the Synod for the opportunity to struggle with these issues. Robert Leivesley, Chairperson Carol Bennett Robert Bos Bruce Johnson APPENDIXES Replacement 1-20/04/07 Theological Education Task Group C7-9

10 1. Chart of Vision, Goals and Elaborations 2. Diagram PROPOSALS That the Synod: a) Receives the Report. b) Endorses the vision statement, goals (with their elaborations) and structural arrangement as outlined. c) Endorses the following implementation pathway towards the fulfilment of the vision of the Network for Christian Formation to be overseen by the Council of Synod. i ii iii iv v vi appoint an implementation team of 5 including Bruce Johnson, (for continuity) plus Kevin Davis as a corresponding member. Appoint a suitably qualified and gifted Director of the Learning Community. (This person would be responsible for the development of the Learning Community and its integrated relationship integration with Trinity College to ensure the fulfilment of the vision of the Network for Christian Formation.) Appoint a suitably qualified and gifted person to the role of Coordinator of Formation and Continuing Education. (This person would work across the Network for Christian Formation). Appoint a suitably qualified and gifted person to the role of Learning Designer. (This person would work with course content providers of both arms of the Network to make the material suitable for distance and on-line learning). Form a renewed MEB made up of personnel who are able to offer policy and direction for the Network including financial, educational, theological, and marketing expertise. The renewed MEB, to be known as the Board for Christian Formation would ensure that the regulatory responsibilities of the MEB are fulfilled, but would have oversight of the whole Network. Appoint a suitably qualified and gifted person as Principal of Trinity Theological College. (This person would not be expected to carry a full teaching load, but would work with Faculty and adjunct faculty and Director of the Learning Community to ensure Trinity College s full participation in the Network for Christian Formation.) d) Authorises the Council of Synod, on advice from the Moderator and the renewed MEB, to make whatever changes may be appropriate to Trinity College s relationship to BCT to ensure the fulfilment of the vision of the Network for Christian Formation. e) Thanks and discharges the Task Group. RATIONALE The report of the Task Group has outlined the vision of a strong responsive Network for Christian Formation. It will take some time to fully develop its possibilities. In this proposal we have Replacement 1-20/04/07 Theological Education Task Group C7-10

11 identified the stages we believe should be followed to make it a reality. The most urgent need is the establishment of the Learning Community that offers learning experiences emerging from needs identified through consultation with Presbyteries and networks within the Church as well as VET (Vocational Education and Training) type programs. The delivery of learning experiences and opportunities in flexible and accessible modes requires the translation of quality content into on-line and distance format. This is specialist work undertaken by a Learning Developer. Trinity College is well established and meeting the MEC expectations, but if this vision produces the growth we expect we will need a fulltime Principal to provide leadership, which ensures the relationship with the Learning Community is sustained well. We believe that for the development of this Network, it will be valuable to choose a person who can meet the specific responsibilities of Principal of Trinity Theological College. The Synod should be looking at the role of Principal as a priority and specialised one while allowing that (s)he may undertake some teaching/research responsibilities. With the change to the Griffith University relationship, the BCT has been re-thinking its future relationships. The Task Group values the ecumenical partnership and would want to see that enhanced in appropriate ways. While we originally wanted to find a formal link with another University, our most recent advice suggests that the Qld Synod might be able to achieve these goals without tying ourselves to a particular university. The second proposal gives the Council of Synod the necessary authority to make any changes that arise from the current discussion with the other two members of the BCT. Replacement 1-20/04/07 Theological Education Task Group C7-11

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