Contemporary Curriculum Concerns for Theological Education in Africa

Abstract

This article explores crucial issues of concern for theological education (TE) in Africa. The article particularly sets the motion towards a more compelling discussion on current influences on the shape of TE and to which those tasked to develop its curricular programmes are compelled to critically reflect on the relevance of the models and methodologies used. Based on the analysis of the available related literature, the author is convinced that contextual curriculum for TE is essentially best served in effecting transformative TE that is oriented towards participatory approach. Ideally, TE exists to enable God’s people to meaningfully participate in fulfilling God’s purpose for the Church in the world. However, its current model is inadequate to address the ever-urging needs of society, since it not only falls short of sharpening the required knowledge, skills and personal spiritual formation but also fails to address the real needs of the people to whom the student is called to minister. Consequently, the church is disengaged from the culture and the social and physical needs of society it is designed to serve. An ideal TE programme should be geared to address some crucial issues in Africa such as the challenge of diversity, which threatens the essence of the African culture; inadequate approach to power encounter, which results from the dichotomy between the sacred and the secular, the presence of poverty, which demands the humanitarian focus of development; power encounter, and professional development issues, which require consideration by theological educators and curriculum developers. Theological educators should not only be cognizant of but also proactively attend to the present and future trends that tend to influence the shape of TE in Africa.