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Replacement 1- 20/04/07 Theological Education Task Group C7 - 1

REPORT TO 26TH SYNOD

THEOLOGICAL EDUCATION TASK GROUP

1 BACKGROUND

The first Theological Education Task Group was appointed following the 23rd Synod in 2002.After its report to the 24th Synod (May 2004), the Synod resolved (inter alia):

to affirm the insights in the document Caught in the Slipstream as providing thebasis for ongoing conversations about the nature and directions of theologicaleducation;

to commend the Becoming Disciples process to Congregations and FaithCommunities;

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 taskgroup continuing. This built on the achievements of the previous 18 months i.e. the theologicalfoundations affirmed in Caught in the Slipstream and the two options chosen.

This task group brought a comprehensive report to the 25th Synod (September 2005) in which 8key directions were identified. These were endorsed by the Synod.

2 OUR TASK

Since the 25th Synod, the Task Group has met frequently and has engaged in a vigorous emailexchange. 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 ofDivinity and thus Flinders University);

various other related issues.

Along the way, we have kept the Moderator, General Secretary and Director of Financial andProperty 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 Principaland Faculty of Trinity Theological College (TTC), Presbytery Chairs, the Mission AdvisoryForum 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-lineeducational developer


In all of our conversations we have held before us the vision of whole-of-church education (andnot just formation for the specified ministries). Hence we have had in mind the full range ofeducational “levels” of study including various learning opportunities, as well as a variety offorms 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 thegoals (under the key directions approved by the last Synod) with detailed elaboration, a structuraldiagram and some proposals for the Synod’s consideration. To keep before us the theologicalvision underlying the whole proposal, we are making the paper Caught in the Slipstream(affirmed by the 24th Synod) available on the Synod website athttp://www.ucaqld.com.au/26synod.php

Our expectation is that our proposals will achieve the following:

1. Provide a community environment where persons may explore the Christian faithfor personal interest and enrichment, and where those who sense a call, or wish totest a call, to a range of ministries can be equipped for those ministries.

2. Ensure the proposed learning network partners with Presbyteries for equippingthe whole people of God for ministry and specifically for the new ministry ofpastor.

3. Facilitate the offering of theological education in diverse delivery modes and arange of levels so that anybody can engage with theological education whatevertheir personal preferred learning style, previous educational experience or lifecircumstances.

4. Provide internal theological integrity within the network and in partnership withthe 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 theologicaleducation that equips for ministry both lay and ordained leaders within our own Synod areaand with special emphasis on the Asia-Pacific region. The centre will embody the theologicalvalues of the document ‘Caught in the Slipstream’ received by the 24th Synod.

Such a centre (proposed name “Network for Christian Formation”):

will include all levels of theological education from one-day seminars to doctorates, in avariety of modes of delivery, in a range of locations and resource a variety of forms ofministry;

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;


will be resourced by a centralised and efficient administration system focused on serving itsclientele;

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 andPost-graduate qualifications (within the Australian Qualifications Framework) forboth ordained and lay ministry;

Pilgrim Learning Community (provisional name) offering all other learningopportunities for lay and specified ministries (including continuing education).

The Pilgrim Learning Community (PLC), in partnership with Presbyteries, and drawing onvarious 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 RegisteredTraining 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, ChaplaincyCommission and qualified people across the State. It fulfils some of the hopes of the former RuthHorton 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 RegisteredTraining Organisation (RTO), for the purposes of offering accredited Certificates. We proposethat 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.


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 thisterm 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 academicstudies. We see formation as dealing with the whole person, integrating knowledge, skills andattitudes, and always grounded in emotional and spiritual maturity. As mature adults, the studentsare active agents in determining and fulfilling their own learning goals in consultation with thefaculty and Presbytery. This needs to occur within the parameters of the relevant Assemblyresolutions 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 ofChurch:

Formation is a cooperative venture between the person engaged in the process of formation onthe one hand, and representatives of the church on the other, both of whom are regarded asexperienced, insightful and equal partners. It is an intentional undertaking of integration whichuses a variety of experiences, contexts, processes and bodies of knowledge and which engages thewhole 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 intheir ability to:

be centred and grounded in Christ, reflecting Christ to others through their beingand their doing;

reflect theologically and help others to do the same at the interface of faith andlife;

equip others for authentic discipleship in the context of their daily lives; and actively seek to develop and learn at all times.


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 2006.

We have considered linkage with the various universities with a campus in or near Brisbane,(Queensland University, Queensland University of Technology, Griffith University, AustralianCatholic University and University of Southern Queensland, Springfield). Initially no optionpresented itself as fully attractive, although further exploration is being undertaken.

We have also had conversations with representatives of the School of Theology of Charles SturtUniversity 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 Unitingtheological colleges in SA, plus Nungalinya College, Darwin and Coolamon College) has alsobeen looked at in detail. Each of these would broaden our theological expertise and provide somenew opportunities but not, given the distance, the day-to-day interaction on campus with peoplefrom a range of disciplines other than theology.

We have sought the help of Kevin Davis, one time Director of the Darwin Institute of Technologyand Deputy Vice-Chancellor of the Northern Territory University, and currently GeneralSecretary of the Northern Synod, to investigate a university linkage further.

While a preferred option is a State-wide network, with its administrative headquarters, classroomsand library situated within an ecumenical learning community on a university campus, this maytake 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 studentsopportunities to do studies in other disciplines, and vice versa. We do not see the university ascontrolling the theological faculty or curriculum. Any such linkage is intended to facilitateongoing dialogue between church and university, and to offer students of the university and thetheological colleges ready access to courses that enrich their understanding of the society inwhich they will work.

Such a network would serve the church well; enrich the nature of theological studies whilst alsoenriching 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. Thisperson would be responsible for helping to develop policy and assisting all teaching staff todevelop and maintain multimedia learning resources. This person would be accountable to theDirector of the Learning Community.

8 CONTINUING EDUCATION

We believe that Continuing Education for people in specified ministries and others must bedone in a much more intentional and strategic way. We would encourage all agents tospecialise in some area so that they can be both general practitioners in their local settings and


specialists offering an area of expertise across the whole Synod and beyond (including sessionalteaching as adjunct faculty). In the light of the growing trend towards Ministers of the Word andDeacons being asked to function in a resourcing role for lay leadership in the church we believean intentional and strategic approach would give the church best value and also offer jobsatisfaction to the specialists.

Continuing Education for Ministry (CEM) should not be left purely to individual choice, thoughthis is important. Synod has a role in identifying the kinds of expertise required. Presbyteries havea 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 ofstipend without evaluation of outcomes is not an appropriate and responsible use of scarceresources. We would urge a much more disciplined approach.

A data base of people with particular interests (whether in specified ministry or not), who have, orare 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 LearningCommunity are specialised callings which require very specific experience, training and skills ina rapidly changing context. We favour careful development of Position Descriptions and an activesearch panel (initially appointed by the Synod on recommendation of the Implementation Teamand subsequently by the Synod on the recommendation of the renewed MEB) vigorouslyrecruiting 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 theUniting Church, having particular regard to the missional and identified emergingneeds of the Church;

2. report comprehensively to BFC (Board of Christian Formation) on the College’sproposed initiatives and operation, having regard to how these matters areaffected by its participation in BCT, its relationship with MEC, and withgovernment and other external agencies impinging on Trinity College operation;

3. seek continual improvement in the mechanisms for the delivery of theologicaleducation and formation to specified and lay ministries as such delivery fallswithin the purview of Trinity College;

4. articulate with Pilgrim Learning Community in a mutually complementary wayto deliver comprehensive quality theological education;

5. report to MEB on “best practice” concepts and initiatives in theologicaleducation, with a view to fostering debate and progress on such matters;

6. cultivate a collegial team leadership approach among faculty to policy andprogram formation and related decision making;

7. ensure a supportive environment for faculty, adjunct staff and the student body inacademic, administrative and welfare matters;

8. in consultation with FAPS and in line with SLT decisions, implementaccountable and transparent procedures for the securing and effective deploymentof resources for College programs and operations;


9. make recommendations to MEB for a program of targeted marketing of TrinityCollege offerings and facilities; and ensure a partnership relationship withPresbyteries 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 mightinclude:

1. identify emerging societal and church needs and facilitate the equipping of God’speople with knowledge and skills to fulfil the Gospel imperative in a 21st centurycontext;

2. develop and maintain a broad spectrum of intentional learning opportunities andexperiences, with a focus on formation, education and training outcomes for thewhole people of God;

3. consult and partner with presbyteries in assessing and resourcing formationneeds, including the equipping of trained mentors and coaches in thepresbyteries;

4. articulate with Trinity Theological College in a mutually complementary way todeliver comprehensive quality theological education;

5. partner with other Synod agencies, and those with expertise, in offeringcoordinated approaches to skills development;

6. develop the Continuing Education for Ministry program, ensuring that qualityCEM opportunities are provided to ‘whole of church’;

7. lead a specialist Learning Community team in facilitating an open and accessiblelearning environment, particularly though current approaches to on-line anddistance 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 thatthis will entail gaining Registered Training Organisation (RTO) status, orcooperating 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 maybecome reality. Each of these has been elaborated on the attached chart to indicate how thesemight be implemented. The goals are:

Goals for the Network for Christian Formation (NCF) as a whole

Goal 1The Synod will enhance theological education in the Queensland Synod to the point of beingwidely 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 andindividuals for leadership in the Church in such a way that the Church discerns and participates inGod’s mission in the world of the twenty-first century (cf Caught in the Slipstreamhttp://www.ucaqld.com.au/26synod.php).


Goal 2The Network operates in a financially viable environment.

Goal 3The Synod will ensure an outcomes budget for the Network and a close fit between the missionobjectives of the Synod and educational provisions of the Network. The Network must exerciseresponsible and fully accountable stewardship of the Church’s and other resources.

Goal 4Within 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 itresponds to the missional and educational needs of the Church. It would be helpful to give thisrenewed MEB a different name which indicates that it carries broader responsibilities than thosecurrently 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-lawswill need to be reviewed.)

Goals in relation to Trinity Theological College (TTC)

Goal 5TTC will have strong and effective university linkage(s) so that College and university aremutually enriched.

Goal 6TTC is part of a consortium which is ecumenical in orientation (and which may be furtherenlarged), is appropriately credentialed, and provides economy of scale, a diversity of offerings, awelcoming university environment and a strong performance record in research and publication.

Goal 7TTC will offer courses in a variety of modes (face-to-face, intensive, distance, extensive etc) andemploy adult learning principles.

Goal 8TTC will recruit highly respected academic faculty members with national / internationalreputations.

Goal 9TTC will offer students in degree courses an overview of the Church’s tradition (HebrewScripture, New Testament, Church History, Systematic Theology, Pastoral and SpiritualTheology) in its historical context so that students are then able to engage in critical andconstructive theology in a variety of contemporary contexts.

Goal 10TTC 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


The Synod will establish the Pilgrim Learning Community incorporating a Registered TrainingOrganisation (RTO), or become a partner in an existing RTO, to provide an intentional,systematic approach to ‘whole of Church’ education and formation.

Goal 12Presbyteries will supervise a Continuing Education for Ministry (CEM) process for all inspecified ministries and others who may be encouraged to participate. The overall responsibilityfor the provision of CEM will rest with the PLC, whilst it is recognised that many studentsengaging in undergraduate or post-graduate studies will enrol with TTC or another approvedtertiary provider.

Goal 13The PLC may be part of an enlarged consortium, which is ecumenical, takes advantage ofeconomies of scale, and has a diversity of offerings.

Goal 14The PLC will offer theological and a range of other courses in response to the changing needs ofthe 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 keydirections and goals are effectively implemented. It will also want to ensure that TrinityTheological College and the Pilgrim Learning Community work together effectively, sharingresources, expertise and theological insights. The two arms of the Network will share oneadministrative resources and promotions section. Synod will no doubt want to avoid the two armseither duplicating functions or having quite divergent theologies.

The Task Group’s preferred way to achieve this is to have a strong and effective Board, givenclear 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 notrepresent particular interest groups, rather it will represent the interests of the Synod. The Boardneeds to have in its membership a range of specific expertise. These changes will requireamended by-laws.

It will be particularly important for the UCA Synod to continue to appoint the AuthorisedRepresentative to BCT, receive reports and offer guidance so that policy directions for theologicaleducation 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 tostruggle with these issues.

Robert Leivesley, ChairpersonCarol BennettRobert BosBruce Johnson

APPENDIXES


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 arrangementas outlined.

c) Endorses the following implementation pathway towards the fulfilment of the vision ofthe Network for Christian Formation to be overseen by the Council of Synod.

i appoint an implementation team of 5 including Bruce Johnson, (for continuity)plus Kevin Davis as a corresponding member.

ii Appoint a suitably qualified and gifted Director of the Learning Community.(This person would be responsible for the development of the LearningCommunity and its integrated relationship integration with Trinity College toensure the fulfilment of the vision of the Network for Christian Formation.)

iii Appoint a suitably qualified and gifted person to the role of Coordinator ofFormation and Continuing Education. (This person would work across theNetwork for Christian Formation).

iv 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 theNetwork to make the material suitable for distance and on-line learning).

v Form a renewed MEB made up of personnel who are able to offer policy anddirection for the Network including financial, educational, theological, andmarketing expertise. The renewed MEB, to be known as the Board for ChristianFormation would ensure that the regulatory responsibilities of the MEB arefulfilled, but would have oversight of the whole Network.

vi Appoint a suitably qualified and gifted person as Principal of Trinity TheologicalCollege. (This person would not be expected to carry a full teaching load, butwould work with Faculty and adjunct faculty and Director of the LearningCommunity to ensure Trinity College’s full participation in the Network forChristian 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 toensure 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 ChristianFormation. It will take some time to fully develop its possibilities. In this proposal we have


identified the stages we believe should be followed to make it a reality. The most urgent need isthe establishment of the Learning Community that offers learning experiences emerging fromneeds identified through consultation with Presbyteries and networks within the Church as well asVET (Vocational Education and Training) type programs. The delivery of learning experiencesand opportunities in flexible and accessible modes requires the translation of quality content intoon-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 producesthe growth we expect we will need a fulltime Principal to provide leadership, which ensures therelationship with the Learning Community is sustained well. We believe that for the developmentof this Network, it will be valuable to choose a person who can meet the specific responsibilitiesof Principal of Trinity Theological College. The Synod should be looking at the role of Principalas a priority and specialised one while allowing that (s)he may undertake some teaching/researchresponsibilities.

With the change to the Griffith University relationship, the BCT has been re-thinking its futurerelationships. The Task Group values the ecumenical partnership and would want to see thatenhanced in appropriate ways. While we originally wanted to find a formal link with anotherUniversity, our most recent advice suggests that the Qld Synod might be able to achieve thesegoals without tying ourselves to a particular university. The second proposal gives the Council ofSynod the necessary authority to make any changes that arise from the current discussion with theother two members of the BCT.

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