As we engage in our call to steward followers of Jesus who flourish in their vocations for the sake of the world, we do so with the recognition that high-quality educational journeys must be developed with care. To help us achieve this goal, we embrace the following quality framework. As a series of cascading interests, the quality framework has four key points.
This book on the psalms came out of a recognition of the loss for many of the importance of the psalms. The book (along with my earlier book: A God Who Comes Near) was written to reawaken awareness of the beauty of the psalms and their ability to speak with relevance to our contemporary culture, a generation in danger of losing the psalmist’s voice.
We have been looking at the principles and practices of competency-based theological education (CBTE) and how those play out within Kairos. This week, we will begin our look at the practice of using a quality framework. Today is a brief overview of the concept of a quality framework and how it works. Next week, I will share the framework itself.
As we continue talking about the organizational practices that support competency based theological education, our focus for today is on continuous improvement. When a school is following the principles and practices, the opportunity to evaluate and improve their various programs and processes is much greater than normal.
As children we are taught to share. We share toys, time with loved ones, and take turns on things like swings and playground equipment. Learning to share is often a very difficult process because we struggle to fully understand the concept. Take, for example, an experience I had with my two little girls when they were four and two years old.
The technology we use often reinforces the operational, educational, and financial practices that have come to define higher education. As with the organizational practices of affordable programs and unified programs, the practice of flexible technology invites us to networked, collaborative thinking that fosters integration and customized learning.
Today, we are excited to welcome Houston Graduate School of Theology (HGST) as the newest Kairos legacy partner! After considerable prayer and with much enthusiasm, the board of Houston Graduate School of Theology unanimously accepted our invitation to join Kairos, our global network.
As we have been developing the Kairos Project over the better part of the past decade, a significant number of organizations, denominations, schools, and others across the landscape of theological education have asked us questions about the various principles of CBTE. Very few have asked about the organizational practices.
We have been exploring some of the principles of competency-based theological education. Let’s continue our conversation by describing the six organizational practices that create fertile soil for CBTE. Taken together, these principles and practices are intended to create a platform on which a vast array of discipleship journeys can be built.
At the close of last week’s post, I wrote, “How then, one may ask, does the seminary ensure students develop and display mastery of each outcome with the level of specificity needed for a particular context?” It is a question I am commonly asked. Sometimes people are not always pleased with my answer because I usually respond with the question.