Objectives of the different Modules

 

Module 1 - Prequisite for other modules

1. Biblical Christian view of man in relation to development. Students will master a functional definition of biblical oriented development and what that means for any community. Students should know and demonstrate what a biblical Christian view of development is. They should understand the implications this would have on ministry activities. Included with these implications is an understanding what place free gifts have in ministry, what paternalism is and how to avoid it, the blending of ministry from relief to development, and the relationships that evangelism, church planting and community development have with each other. They should be able to show how this kind of community development is a valid form of Christian missions.

2. Kingdom of God: It’s importance in our life, goals in ministry, and manner of service. Students should be able to communicate what the Kingdom of God is, find scriptures that testify to those truths, and develop an argument that shows how these things affect a society. They should know how the Kingdom of God is superior and above all other world views and belief systems, with reasons why.

3. Christ’s Lordship and example in ministering to people. The students should be able to identify and demonstrate how Christ is:
a) God’s goal for people’s growth
b) our model for growth
c) our Leader in ministry
d) our example or model in ministry
They should be able to identify and begin to demonstrate Biblical balance in all aspects of ministry looking to the Holy Spirit for leadership through prayer, intercession, and the word for direction, plans and activities.

4. The Gospel’s role in development ministries. Students will:
a) examine and effectively demonstrate the role of the Gospel of Jesus Christ in development purposes, processes and activities.
b) show how the proclamation and demonstration of the Gospel, with commensurate repentance and faith, is pivotal for lasting, positive change; how it provides the bases for knowing the will of God for individuals, groups, communities and organizations AND the power to pursue His will.

5. The Role of the Local Church in God’s Development Purposes and Processes. Students will gain:
a) a biblical basis for local churches to minister to their whole community
b) understanding of the local church’s role in the community’s development
c) practical tools to help local churches cooperate with God’s work to develop their communities
Students will learn the necessity of the local church as God’s institution to proclaim and demonstrate God’s will.

6. Balance in growth: spiritual, physical, social and wisdom. Building on the definition of development, the students should show the importance and evidence of balanced growth in the four categories of life, firstly in their own lives and secondly, in a community’s development. They should be able to distinguish between spiritual, social, physical and wisdom development and identify what activities could help people grow in each area. They should begin to help one another grow in this way.

7. Paternalism vs. Participation: How these influence our ministry activities. The students should understand the nature of people as created in the image of God, what paternalism and participation are, and how to work in a non-paternalistic manner. They should know aspects and dangers of paternalism and how to avoid contributing to it. Students should understand how participation helps people be initiators in their own development, in an on-going way.

8. Community Assessment. Students should gain basic understanding of how to conduct an appropriate assessment of a community, examining each aspect of the community’s history, culture, values and beliefs, worldview, infrastructures, needs, and resources (human, physical, financial, etc.). They should also be able to identify important tools for accomplishing an assessment.

9. Identifying Needs. Students should be able to distinguish between real, felt and perceived needs, how to pursue identifying real needs, how to help people understand their own needs and their perception of those needs.

 

MODULES 2 & 3 (to be decided on a case-by-case basis):

TEAM DYNAMICS & LEADERSHIP

1.  Team or group dynamics and principles. Students learn and practice basic principles and truths that lead to mature teams. Included in this is group development processes and phases (inclusion, control, and maturity), effective communication skills, understanding individuals’ uniqueness (strengths and weaknesses), accepting one another (unconditional love), helpful roles in working together and how to help one another in areas of weakness and deficiency.

2. Concrete vision and life purpose for the student and people served. The students should show how important vision and purpose is and what happens to a person with or without vision for the future. The students should begin helping others’ discover a vision for their lives that leads them toward God’s intentions. The students should be able to identify some basic processes to clarify vision, using appropriate disciplines to make that vision real and relevant to the group’s or individual’s life.

3. Identify leaders in the community with whom to work. Students should be able to:
a) identify leaders in a community who would promote and/or contribute to biblically oriented development
b) identify some positive character strengths to look for
c) identify some consequences of character weaknesses
d) begin cooperating with, working with or serving some leaders

4. Relating to authorities (government, church, local, etc.). The students should be able to recount principles from scripture that provide a foundation for right relationships with authorities. They should be able to show key skills, attitudes and manners in approaching, addressing and working with authorities.

5. Organizing people. The student should understand some key dynamics which help people organize to accomplish a goal. They should also be aware of:
a) some problems which can arise in organizations and ways to help leaders avoid these problems
b) some limitations of an organization and elements which contribute to an organization’s success.

 

ETHNIC RECONCILIATION

1.  Understanding the root problems to ethnic division and learning what the Biblical response is to suffering and pain including knowing God as a loving Father, identifying what Satan has stolen from individuals and cultures and recognizing Jesus as our pain bearer/healer.

2.  How to lead people into healing, forgiveness, dealing with anger, injustice and into repentance and blessing the other ethnic group.

 

STRATEGIC PLANNING / PROJECT PROPOSALS

1. Identifying Goals/Objectives. The students should be able to:
a) identify effective and appropriate methods for accomplishing goals
b) divide goals and methods into smaller, more attainable steps
c) organize and write down these detailed steps in an order which contributes to the fulfillment of the goal (need).

2. Identifying Resources. The students should be able to identify available and appropriate resources that could meet a need of a community. They should then be able to identify some relations between the limitations of the resources and the abilities of the community. Students should understand some ways to help community members grow in ability to identify local resources which can fulfill their goals. The students should know how these resources relate to the methods, goals and needs being addressed in the process of making a plan to meet a need.

3. Proposal Writing. The students should understand how to write a simple, qualified proposal that could be accepted by an organization or government. Included would be understanding the components of a proposal, rules of order, neatness, clarity in concept and language. They should be aware of how a proposal can be presented to representatives of an organization or government in an appropriate manner, paying attention to dress, composure, etiquette and other important factors.

4. Project Planning. The students should be able to create and execute a basic plan which will fulfill a goal. For example, they should be able to organize people, resources and finances under time constraints with contingencies. Students should understand the role of projects, their contributions, limitations and risks, in the process of development.

5. Project management principles and skills. The students should be able to identify certain key principles that promote the successful management of a project. They should be able to identify and practice certain basic skills that would bring that project to successful completion (including scheduling, anticipating, procuring, coordinating, mediating, monitoring and adjusting).

6. Evaluation skills and techniques. The students should identify key aspects to effectively evaluate an activity, project or program for the advancement of CD ministry in a community. They should demonstrate some ability to use skills and techniques involved in this process. They should be able to write down an evaluation on paper that is clear and concise and provides for successful learning about or future improvement of the activity (or project., etc.). They should know something of how to evaluate the progress of their service to a community.

 

CROSS CULTURAL UNDERSTANDING

1.  Students should gain an understanding and respect for people of different cultural backgrounds, including understanding one's own cultural perspective and how it interacts with other cultures, identifying keys to analyze cultures, contextualization of Biblical truths and recognizing the difference between Biblical authority and cultural relativity.

2. Critical Thinking Skills: Students should understand:
a) some of the basic concepts of how people think and become aware of their situations
b) how this awareness relates to people’s initiative, creativity, identity and abilities to deal with problems and issues of life.
Students should be able to begin integrating these principles with the needs, resources and abilities of other people (in order to help those people develop in their thinking toward God’s intentions). Students should understand and demonstrate the use basic principles employed in problem solved. Students should make personal application of these principles as a first step toward helping others develop in their thinking.

3. Asking Appropriate Questions. Students should gain basic skills and competence in asking appropriate questions. They should be able to do this in the following situations: a Bible study, conducting an assessment, doing research, interviewing officials and a group discussion. Students should be gaining the ability to ask questions with cultural and relational sensitivity, avoiding paternalistic, manipulative and denigrating attitudes and communications.

 

TRAINING TRAINERS

1. Skill giving and teaching. Students should understand and be able to identify significant steps in the learning process and know techniques and principles which will help a person successfully learn a skill or concept. They should practice teaching a skill to someone so that person would be able to also teach that same skill to another person. The student should understand basic responsibilities which belong to a discipler or a teacher. Students should understand the three modes of learning (formal, informal and non-/semi-formal) and proficiently use certain basic principles for teaching and learning in a non-formal setting.

2. Leading group discussions. The students should be able to successfully lead a group discussion around a common concern. The students should be able to identify some basic activities, disciplines and techniques which contribute to a successful discussion time, resulting in consensus and conclusion by the group.