the relevance of theological education to the pastoral ministry of graduates of ghana christian...

Theological Education 1

The Relevance of Theological Education to the Pastoral Ministry of Graduates of Ghana

Christian University College

Student Name: Daniel Dela Dunoo

Supervisor: Dr. Brian Jennings

Dissertation submitted in partial fulfillment of the requirements for the BA (Hons.) Theology on

the 2nd of July, 2013.

Ghana Christian University College

Word Count: 11,038


ABSTRACT

This dissertation presents the results of an investigation into the relevance of theological

education to the pastoral ministry of graduates of Ghana Christian University College. It aims at

ascertaining the relevance or otherwise of theological education to the pastoral ministry of

graduates of Ghana Christian University College and to provide reliable information that may

prove useful for the purpose of fine-tuning the curriculum of the School of Theology of Ghana

Christian University College where need may be.

In other to achieve the afore-mentioned aims, a field based research was conducted and

the study was qualitative in approach. Interviews were conducted as the sole data collection

instrument and this was facilitated by the use of a semi-structured interview guide. Purposive

sampling method was employed in arriving at the requisite sample members. Eight graduates of

Ghana Christian University College formed the sample members for the study.

The study revealed that to a large extent theological education as obtainable at Ghana

Christian University College is relevant to the pastoral ministry of graduates of Ghana Christian

University College as it has imbued them with certain competences (skills and knowledge base)

that have proven beneficial to them in the discharge of their pastoral responsibilities. A few

deficiencies inherent in the content of theological education at Ghana Christian University

College were identified by respondents. Suggestions for improvement were also provided by

respondents.


DECLARATION

I, Daniel Dela Dunoo declare that this dissertation is entirely my own work, is free from

plagiarism, and is based upon ethically conducted research.


DEDICATION

This dissertation is dedicated primarily to Jehovah God and secondarily to my supportive

parents, Mr. Prosper Dunoo and Madam Esther Lawer.


TABLE OF CONTENTS

Chapter One

Background of the Study…………………………….…………………………………….8

Brief History of Ghana Christian University College……….……………………………10

Research Question………………………………………………………………………...12

Rationale for the Study...………………………………………………………………....12

Hypothesis………………………………………………………………………………...13

Definition of Terms………………………………………………………………………..13

Chapter Two

Literature Review…………………………………………………………………………15

Historical Case Study of Theological Education in Africa……………………………….15

Perspectives on Theological Education…………………………………………………...17

Graduate Competences……………………………………………………………………21

The Pastoral Ministry……………………………………………………………...............24

Chapter Three

Research Methodology.......................................................................................................26

Population………………………………………………………………………………...26

Sampling Size……………………………………………………………………………..26

Sampling Method…………………………………………………………………………27

Data Collection Instrument……………………………………………………………….27


Ethical Issues………………………………………………………………………….......28

Progress of Interviews…………………………………………………………………….29

Chapter Four

Presentation of data………………………………………………………………….........31

Graduates in the Pastoral Ministry………………………………………………………...31

Demands of the Pastoral Ministry…………………………………………………………31

Some Courses Studied…………………………………………………………………….32

Knowledge and Skills………………………………………………………………...........33

Deficiencies of Theological Education…………………………………………………....34

Suggestions for Improvement……………………………………………………………..35

Commendations for Theological Education………………………………………………36

Chapter Five

Analysis of Data ………………………………………………………………………….39

Theological Education and Graduate Competences………………………………………40

The Pastoral Ministry and Graduate Competences……………………………………….41

Relevance and Graduate Competences……………………………………………………42

Chapter Six

Conclusion………………………………………………………………………………...46

Recommendations for Ghana Christian University College……………………………...46

Recommendations for Further Studies…………………………………………………....48


References………………………………………………………………………………...49

Appendix A…………………………………………………………………………App., 1

Appendix B…………………………………………………………………………App., 1


CHAPTER ONE

BACKGROUND OF THE STUDY

Over the centuries one of the distinct characteristics of Christendom in its` evangelistic

and discipleship drive has been the establishment of Bible schools (catechetical schools,

theological seminaries, centers for pastoral formation) (Hilderbrandt, 1996; Shaji, 2012).

From the inception of Christianity, education has played a major role in enabling the

tradition of the Christian faith to be remembered and celebrated. The very first theological

seminary to be established was the catechetical school of Alexandria in Egypt, headed by

Pantaenus and then Clement of Alexandria. This school was established around AD180. Many

other such institutions sprang up in other locations subsequently (Bediako, 2009; Werner, 2009;

Shaji, 2012).

This continued until the 8th century where Cathedral Schools were established for

providing theological education to the clergy. However, this was not the dominant feature on the

landscape of theological education. The most dominant feature was theological education

provided at monasteries. Many were trained and served subsequently as priests in many parishes.

It also worth-noting that in time, Cathedral schools which was at one point in time meant solely

for the education of the Clergy were opened to all parishioners. Subsequently, the Cathedral

School system metamorphosed into medieval universities in the 12 th and 13th centuries (Shaji,

2012).

Perhaps the most dominant and significant event associated with the 16th in relation to the

history of Christianity is what has been generally termed the 16 th Century Reformation (Also

known as the Protestant Reformation), a movement that led to the split of then Catholic churches


into national churches and denominations. Theological education played a significant role in the

emergence and perpetuation of this movement which was championed by men such as Martin

Luther and John Calvin. John Calvin for instance established the Genevan Academy were as

Martin Luther propagated his message (and trained ministers) through lectures he frequently held

as professor of theology in the University of Wittenberg (Cairns, 1996; Houghton, 1980).

An impressive feature in the Churches history during the 18th and 19th centuries was the

establishment of numerous Christian missionary societies in America and England (many of

these societies were established by individual Christian denominations) which sent and

sponsored missionaries across the length and breadth of the globe (more precisely, to countries in

Asia, Pacific Islands and Africa). Generally, the labours of Christian missionaries were

characterized by Bible translations in native dialects, philanthropic works, the provision of

education and medical services. Schools, colleges and theological institutions (to serve as a base

for the spread of the Christian faith and also for training pastors and other church leaders) were

established and manned by Christian missionaries. The missionaries held what is generally

termed catechism classes (where the Bible is taught systematic for purposes of discipleship) for

parishioners, and which played a significant role in the growth of churches (Hilderbrandts, 1996;

Houghton, 1980; Shaji, 2012).

The seemingly impressive history of theological education notwithstanding, for decades

and even centuries, the relevance of theological education to the pastoral ministry has been hotly

contested and this phenomenon has gone on unabated. The bone of contention has been whether

or not persons in the pastoral ministry need some amount of theological education to be

effective. Persons and groups of persons have gone to the extent of questioning the very idea of

theological education (that is, formal theological education as acquired in Christian Theological


institutions) and have contended that nowhere in Scripture is theological education mentioned,

let alone made a requirement for the pastoral ministry (Larom, 1989, Shaji, 2012).

Others scholars such as Jefferson (1973), Poling and Miller (1985) and Houston (2007),

without explicitly challenging the very idea of theological education have nonetheless raised

critical issues with the content of theological education (that is, the curriculum of theological

seminaries) and have vociferously contended that much of what is taught in theological

institutions are abstract and have no practical bearing on the pastoral ministry (Jefferson, 1973).

Is that really the case? Are the issues leveled against theological education legitimate? Perhaps, it

may be an over generalization and consequently an issue of stereotyping for any group of

persons to argue against the relevance of theological education to the pastoral ministry. One may

note that there are variations in the package (content) of theological education from one

theological institution to another. Also, the relevance of theological education to the pastoral

ministry is broad and perhaps not researchable on the basis of the afore-mentioned observations,

except it is narrowed down to a particular context; hence the introduction of the phrase

“graduates of Ghana Christian University College” to my research topic. It is worth-noting at this

juncture that some background information will be required with respect to Ghana Christian

University College.

Brief History of Ghana Christian University College

Ghana Christian University College, formerly Ghana Christian College and Seminary is a

non-denominational Christian educational institution of higher learning in Ghana which was

established in 1966 by the joint efforts of some American and Ghanaian with the primary intent

of making available to Ghanaian churches teachers, pastors and evangelists who are highly


trained and equipped to effectively discharge their responsibilities as leaders in their various

churches (Ghana Christian University College, 2012).

The University is accredited by the National Accreditation Board (Ghana) and was

validated by the University of Wales. The School of Theology of Ghana Christian University

College is currently affiliated to South African Theological Seminary (SATS)(Ghana Christian

University College, 2012).

Ghana Christian University College (which originally provided theological education

only, currently runs three schools, namely, the School of Theology, the School of Development

Management and the School of Professional Studies. For purposes of this study focus will be

given solely to the School of Theology. The School of Theology offers a four year degree

programme in Theology (full time and part time) which has concentration areas in Leadership,

Christian Education, Biblical languages, Cross-cultural ministries, Youth Ministries and Conflict

Management (Ghana Christian University College, 2012).

The aim of the Bachelor of Arts in Theology is to provide suitably qualified Christian

leaders (or those aspiring to Christian leadership) with a higher level of education that

will equip them to exercise appropriate leadership in a variety of institutions and

situations related to Christian faith and mission (Ghana Christian University College,

2010, p. 2).

The School of Theology also runs a two years Higher Certificate programme in pastoral

ministries and a three months certificate programme in pastoral ministries. Many courses run in

the degree programme are also run in the afore-mentioned programmes (Ghana Christian

University College, 2012).


Since the inception of Ghana Christian University College till date, over a thousand

graduates have been churned out. The great majority of these graduates are practicing Christian

ministry around the globe. “They are serving as pastors, teachers, principals, vice – principals,

academic deans, lecturers in Bible colleges, and proprietors of schools; others are serving as

evangelists, cross-cultural missionaries, and auxiliary workers” (Ghana Christian University

College, 2012, p. 6).

The brief history and background information given about Ghana Christian University

College has been focused for the most part on the School of Theology. This is primarily because

of its relevance to the study. It has been noted that among others, Ghana Christian University

College seeks to train men and women for various fields of Christian ministry such as

evangelists, missionaries, Bible teachers and ministers of the Gospel. It is worth - noting that

many of her graduates are practicing pastoral ministry. This study in part seeks to ascertain

whether the content of theological education obtainable at Ghana Christian University College

has adequately prepared graduates for the pastoral ministry. The persons better suited to provide

reliable data on this subject is none other than graduates from the very same institution who have

been in the pastoral ministry at one point in time or the other and those who are currently in the

pastoral ministry.

Research Question

Does Theological Education obtainable at Ghana Christian University equip her graduates with

the requisite skills and knowledge to adequately meet the demands of the pastoral ministry?

Rationale for the Study

The rationale for this study connotes the reason for or the significance of this research. In

other words, why the choice of research topic and why research on this topic amongst many


other possible topics? The rationale for embarking on this study is two-fold, and they are as

follows:

1. This study is primarily to ascertain the relevance or other wise of Theological education

in the pastoral ministry of graduates of Ghana Christian University College.

2. Secondarily, this study is intended to provide reliable information that may prove useful

for the purposes of fine-tuning the curriculum of the School of Theology of Ghana

Christian University College if need be.

Hypothesis

According to Creswell (2003) hypothesis…are predictions the researcher holds about the

relationship among variables” (p. 108). In other words a hypothesis is a researcher`s predictions

of the research findings based on his or her expectations. The hypothesis aids in the selection of

research methods to employ as the appropriate methods will be those intended to test the

hypothesis. Below is the hypothesis for the study.

The School of Theology at Ghana Christian University College equips its graduates with the

requisite body of knowledge and competences to adequately meet the numerous demands of the

pastoral ministry which includes administration, preaching, teaching, counseling and the overall

shepherding of God`s flock under their care.

Definition of Terms

In the context of this study theological education particularly in relation to graduates of

Ghana Christian University College basically refers to the education acquired by students

pursuing a course in Theology at Ghana Christian University College.


Pastoral ministry in the context of this study essentially connotes all the roles and

responsibilities that goes with pastoring a church (congregation); the task of shepherding God`s

flock.

In the context of this study, graduates of Ghana Christian University College represents

all persons who at one point in time or the other pursued a course in Theology, be it four years,

three years, two years or three months and successfully completed their course of study.


CHAPTER TWO

LITERATURE REVIEW

In communicating the purposes of literature review, Creswell (2003) asserts that “it

provides a framework for establishing the importance of the study as well as a benchmark for

comparing the results of a study with other findings” (p. 30). He notes that according to Cooper

(1984), Marshall and Rossman (1999), literature review “…relates a study to the larger ongoing

dialogue in the literature about a topic, filling in gap sand extending prior studies” (p. 30). The

literature review is essentially the secondary data component of the study.

The literature review for the ongoing study is to find out the relationship that exists

between theological education and the pastoral ministry and thus discover the relevance of

theological education to the pastoral ministry of graduates of Ghana Christian University

College. This part of the study comprises a systematic identification, location, and analysis of

documents containing information related to the research topic.

Historical Case Study of Theological Education in Africa

As was noted earlier in the study (introduction to the study), the first theological

institution to be established was in AD180 at Alexandria. Obviously Alexandria was situated in

Africa (specifically, North Africa). The Church of that period in history thrived in parts of North

Africa but failed to make inroads to other parts Africa until the sojourn of Christian missionaries

from Europe and America to the various parts of the African continent in 18th and 19th centuries

(Bediako, 2009; Shaji, 2012).

The influx of Christian missionaries from America, England and other parts of Europe to

many parts of Africa around the 18th and 19th centuries made theological education through


catechisms and other educational outlets such the seminaries a necessity (an enterprise they

could not do without (Hilderbrandt, 1996; Shaji, 2012).

The Universities Mission from Oxford, England is noted to have been the first Christian

missionary group to begin mission work in Nyasaland – present day Malawi (this was in the

1800`s). Among other essential tasks “the Universities Mission…had a Bible school for training

African pastors” (Hildebrandt, 1996, p. 179). Mission work and the establishment of Bible

schools (Theological institutions) for equipping men and women for the ministry (catechist,

missionaries and pastors) seem to have gone hand in hand in some parts of Africa. This seems to

have been the trend in many African countries where Christian mission work was began and in

many instances this phenomenon yielded significant dividends for the cause of Christ.

In some African countries (Ghana inclusive), prior to the establishment of theological

institutions for the equipping of Africans for the task of expanding mission work and pastoring

converts won, some African Christians obtained sponsorship from the mission societies. They

were sponsored by Christian mission societies to enroll in theological institutions in foreign

countries and were subsequently ordained into the pastoral ministry shortly after their

graduation. These persons were sent back to Africa to shepherd God`s flock even as they labored

to advance the cause of Christ. In many instances, this phenomenon yielded fruitful results

(Hilderbrandt, 1996).

In the 20th and 21st centuries, African Christians and denominations have taken up the

challenge of establishing theological institutions for equipping certain persons for the pastoral

ministry amongst many other Church leadership roles. Africa can boast of a good number of

reputable Bible scholars and theologians who are making significant contributions to theological

education and by extension to the church in Africa. It is worth-noting that the content of


theological education though varies from institution to institutions are largely patterned after

much of what pertains in theological circles (that hold fast to orthodoxy) in the Western world

with some variations and modifications.

Many over the years have expressed their views regarding theological education. Some

views converge whereas others are diametrically opposed to each other. Some views however are

complementary and not averse to other views expressed. Some consideration will at this juncture

be given to a discussion of perspectives on theological education as proffered by some scholars.

Perspectives on Theological Education

Numerous and divergent views have been expressed by some scholars on the African soil

and in the world at large. A good number of them will be considered.

Kuligan (2005) makes a robust case for theological education as preparatory for the

pastoral ministry in Africa when he notes that the Church in Africa is characterized by numerical

growth on one side and the a few well trained pastors on the other hand. He sees this as a gross

mistake and a misnomer.

The above observation by Kuligan (2005) is a clarion call for the church in Africa to prioritize

the training of church leaders to better equip them to adequately shepherd the multitudes who are

flocking into many churches in Africa.

Akrong (2007) on the other hand advocates for what he terms transformation theology.

He states that the goal of transformation theology is to provide a broad-based theological

paradigm that captures for African society the total effect of God`s encounter with humanity in

Christ” (p. 29). Akrong calls for theological education in Ghana to be transformational in focus

to the extent that what is learnt in the theological circles finds expression in the lives of

seminarians (and pastors) and eventually positively impact the congregants they shepherd. His


call is for the content of theological education to be structured in the light of a theology of

transformation in a deliberate attempt to seek the transformation of the masses.

Houston (2007) expresses reservations about the content of theological education as

proffered by theological institutions in Africa (and abroad). He spells out what he considers as

the various divisions within the content of theological education (areas of specialization) such as

Biblical Languages and argues that they fragmented and thus fails to address the challenges of

life and that which comes with the pastoral ministry. He further contends that life is not

fragmented but is whole. Thus theological education becomes a misfit when it fails to be holistic

in content and approach.

Having established the above premise, Houston (2007) vociferously advocates for the

fashioning of the curriculum of theological institutions around the Kingdom of God. He states

that “the doctrine of the kingdom of God is generally not given the place it deserves in the

curriculums of our evangelical seminaries” (p. 5). He contends that “the Kingdom of God is

holistic, enabling us to bring all aspects of life under the rule or reign of God in a unified

theological concept” (p. 6).

Jefferson (1973) also raises issues with respect to the curriculum of theological

institutions but looks at it from a different angle. According to Jefferson (1973), theological

schools are partly to blame for the level of ignorance prevalent in many churches today. He is of

the opinion that the curriculum of seminaries are problematic, in that they are a subordinate

branch of education and to some extent are irrelevant as a means of equipping men and women

for the various roles the pastoral ministry confers. He further argues that the curriculums of

theological schools are theoretical and abstract in nature. Thus individuals who enter the pastoral

ministry soon after graduation, express unpreparedness and frustration when they encounter


certain challenges in the course of the ministry. Jefferson advocates for a reconsideration of the

curriculums of seminaries and their consequent fine – tuning to better prepare pastors for the role

of shepherds of God`s flock.

Larom (1989) on the other hand advocates for a continual process of theological

education. Larom is of the opinion that theological education becomes problematic when it is

discontinued after graduation from a theological school. He argues that the Disciples of Christ

were not products of theological schools but were continually taught by Christ. He however does

not condemn theological education all together but insists that it has to go beyond the period of

studies.

Chilver (1999) chooses to focus his lenses on spiritual formation in theological

institutions. He contends for its relevance in no uncertain terms. Chiver suggests in very exact

terms that any imbalance between academic excellence and the spiritual formation of seminary

students in the pursuit of theological education should be avoided. He neither downplays

intellectual development nor spiritual growth but argues for an ideal situation where theological

educators deliberately strive to ensure that a balance is maintained as much as practicable

between the academic development and the spiritual development of seminary students.

According to Poling and Miller (1985), “theological education has come to be organized

around competing understandings of the center of ministry: Preaching, education, counseling and

administration” (p. 19). They contend that in as much as these areas are important, such

organization is problematic, in that it poses a threat to the integrity of ministry. They see the

specialization that current theological education presents as a professional view of the pastoral

ministry which in itself is problematic. In their estimation, theological education is under intense

criticism for the very fact that it`s content is “fragmented, unrelated to actual life issues, overly


abstract…” (Poling and Miller, 1985, p. 149). In the judgment of Poling and Miller, “many of the

problems of seminary education stems from the tendency of such education to lose touch with

ministry as community formation” (p. 149).

According to Ward (1974), theological education is necessary for the Christian church,

hence its leadership. However, he makes certain observations and expresses certain reservations.

He is of the opinion that, theological education when seen as preparatory to the pastoral ministry,

instead of simultaneous with the pastoral ministry, is problematic, in that it reduces the positive

influence that is intended for the development of the Christian church. Ward (1974) argues that if

theological education was specifically meant to be preparatory to the pastoral ministry and if a

healthy relationship existed between Christian higher education and the growth of the Christian

church, then America would have been the most Christianized country in history. This is so

because, in his estimation, so many Theological schools have been established in America. He

also argues that some theological schools place a lot of premium on intellectual excellence to the

neglect of practical experience. This he claims leaves graduates not fully prepared for the

pastoral ministry. He thus advocates for a good blend of intellectual excellence and practical

experience and more so for theological education to become a life - long process.

The above discussion on the relevance of theological education comprises some of the

debates surrounding this vital subject. Views so far expressed per the literature review are broad

in scope; there is to a large extent an over generalization and perhaps an exaggeration of the

issues involved. At this point, focus will be turned to a discussion on graduate competences. This

comes at the backdrop of the fact that theological education is generally intended to train and

equip individuals for leadership roles in churches. It is common knowledge that the pastoral

ministry entails a number of functions. I thus submit that theological education seeks to provide


pastors and potential pastors with the requisite knowledge base and skills to effectively discharge

their functions as shepherds of God`s flock.

Graduate Competences

According to Hodges and Burchell (2003), “Spenser and Spenser view competency as

characteristic of an individual, that is casually related to job performance (1993)” (p. 16). They

further state that “competences can be accumulated within an individual and represent a capacity

to perform at some future point (Boam & Sparrow, 1992; Page, Wilson & Kolb, 1993)” (p. 16).

Hodges and Burchell (2003) note that, “in a work place context, competency is

combination of cognitive skills (technical knowledge, expertise and abilities) and personal or

behavioral characteristics (principles, attitudes and, values and motivation” (p. 15).

According to Freire and Teijeiro (2010), “a fairly generalized acceptance of competences

refers to an individual`s ability, in terms of degree of training, know – how, knowledge and

expertise to learn” (p. 80). They note that in the aforementioned case “…the aptitudes directly

refer to the skills and abilities of an individual” (p. 80). They do not leave their definitions at this

but proceed to state that “one could consider competence as the qualification, which basically

refers to the education necessary to achieve the desired professional expertise. So, competence is

the result of the qualification process that allows one “to be able to” or “to have the ability to” (p.

80).

Freire and Teijeiro (2010) classify competences into basically two categories, namely, generic

and specific competences. According to them, “generic competences are those referring to

transversal competences, transferable to many competences and tasks” (p. 80) whereas “specific

competences are those directly related to a particular occupation” (p. 80). For instance, the

ability to think critically can be considered generic whereas the ability to name and face


problems that occur in ministry can be considered a specific competence. This is because the

ability to think critically is a competence every graduate ought to have whereas the latter is in

specific reference to the pastoral ministry (that is, a specific occupation).

Hussain (n. d.) proffers what is in essence similar to the views expressed earlier in this

paper but approaches it from a different angle and gives a different twist to the discourse on

graduate competence as he makes use of some terminologies that have not come up as yet in the

earlier views.

According to Hussain (n. d.), The Higher Education Quality Council of the United

Kingdom (1995) proffered a definition of a graduate thus: “field specific (body of knowledge

and other qualities relevant to the field, shared (attributes common to graduates from a family of

degrees) and generic (attributes that apply to most degrees) (p. 3).” Hussain asserts (that is, on

the basis of the definition of a graduate) that “graduates are expected to possess skills as well as

ancillary qualities (or attributes) such as the use of language, memory, general knowledge and

familiarity with information technology (IT) and so on. He states that “…a student has to

develop general attributes and skills as well as subject specific skills. The former would be

expected of any degree graduate, such analytical and communication skills; whereas the later are

more subject and profession related skills such as accounting” (p. 3). Hussain thus creates a

significant and clear distinction between attributes and skill whiles he makes the point that every

graduate is expected to possess certain attributes and skills.

“Various authors have proposed a number of competences required or expected of

graduates”, asserts Hodges and Burchell (2003, p. 17). “For example, Maes, Weldy and Icenogle

(1997), consider oral communication, problem solving skills and self - motivation to be the three

most important competences required of graduates” (Hodges and Burchell, 2003, p. 17). They


further state that Starz (1997) likewise sees problem solving, teamwork, communication, skills,

and personal qualities, as the most important competences but suggests that the work place

context determines their relative importance” (p. 17). Herein lies the concept of specific

competence; competences suited for specific occupations.

A cursory look at the literature that has been reviewed so far brings one`s attention to

certain key words as pertains to graduate competences, namely skills, abilities, attributes,

knowledge, expertise and know – how. The idea projected is that in the course of one`s

educational pursuit, particularly in the pursuance of higher degree programmes, one is expected

to imbibe certain competences; these competences should have a bearing on one`s field of study

but transcends that also. It is important to note that the competences gained should in the ideal

situation equip graduates to effectively function in their specific field of work as it relates to their

specific field of study.

With respect to graduates from theological institutions, certain competences are required.

This represents what is termed specific (core) competences. Such competences may include

Bible interpretation, teaching, preaching and preparing sermon outlines. These competences

among several others ought to be gained in theological institutions in ideal situations and are

expected to have a direct bearing on pastoral ministerial role. There ought not to be a mismatch

and disconnect between competences gained and pastoral ministerial roles. In other words,

competences gained at theological institutions must have a direct bearing on the demands of the

pastoral ministry; they must adequately equip her graduates with the competences (necessary

skills - set, knowledge, know - how and expertise) that will be employed in accomplishing the

multiplicity of tasks the pastoral ministry demands. Herein lies the relevance or otherwise of

theological education to the pastoral ministry.


The Pastoral Ministry

Tidball (1997) notes that according to John Calvin “the work of the pastor was ‘to

proclaim the word of God, to instruct, admonish, exhort and censure, both in public and private,

to administer the sacraments and to enjoin brotherly corrections along with the elders and

colleagues’” (p. 191)

Poling and Miller (1985) observe that “a variety of images of pastoral leadership is

operative in the Church: theologian, educator (teaching elder), pastoral director, counselor,

preacher, administrator” (p. 18). They note that “each of these images has an important aspect of

ministry at its root” (p. 18). “Certainly, a pastor should be one who is committed to the Christian

tradition and can make the Scriptures come alive for the people in the role of teacher and

preacher (Poling and Miller, 1985, p. 18).

A pastor should be one who is sensitive to the various needs of persons and families and

can respond personally and professionally to them. A pastor should be able to direct and

administer a complex program of nurture and outreach that involves as many persons as

possible in the congregation`s mission” (Poling and Miller, 1985, p. 18).

It is abundantly clear from the above discussion that the pastoral ministry does not

connote just preaching but involves a complexity of roles; roles that are demanding and perhaps

requires some amount of training or equipping for effectiveness in fulfilling the tasks herein

identified. This brings to the fore the issue of graduate competences. Theological education finds

its relevance to the extent to which it aids students to imbibe the requisite competences to

adequately and effectively play the roles of the pastoral ministry, some of which John Calvin and

Poling and Miller have alluded to. The question then arise, does Ghana Christian University

College equip her graduates with the requisite competences for the pastoral ministry? This


question leads to a discussion of the research methodology; that which will be followed through

to assist in finding the appropriate answers for the question raised above and the research

questions that were noted in an earlier chapter.


CHAPTER THREE

RESEARCH METHODOLOGY

“Methods are specific techniques that are used for data collection and analysis. They

comprise series of clearly defined, disciplined and systematic procedures that the researcher uses

to accomplish a particular task” (Swinton and Mowat, 2006). This part of the study seeks to give

a narration of the research methodology employed by the researcher in the conduct of the study

and thus includes population, sampling method (s), data collection instruments and ethical issues

that arose in the course of the study.

In his work on population and sample, Creswell (2003) asserts that the researcher must

“identify the population in the study” (p. 156). He states that “…the size of this population, if

size can be determined, and the means of identifying individuals in the population” (p. 156).

Population

Population in the context of research basically refers to an identifiable group of people or

species from which a sample representative of the population could be obtained for the purpose

of research. The population for this particular research includes all School of Theology graduates

from Ghana Christian University College who served in the pastoral ministry at one point in time

or the other and graduates who are currently in the pastoral ministry.

Sample Size

Graduates from Ghana Christian University College are a relatively large population. The

researcher chose relatively few members of this population as representative of the population.

This was informed in part by the fact that the researcher undertook a qualitative study as against

quantitative study. The sample size included eight (8) graduates of Ghana Christian University

College who are in the pastoral ministry or were at one point in time in the pastoral ministry.


The sample members (respondents) graduated from Ghana Christian University College

at different time period which includes 1987, 2005, 2010 and 2012. Each one of them is in the

pastoral ministry. One of the sample members pastors two churches in two rural communities in

northern Ghana. The others pastor single churches (one congregation per pastor) in various parts

of the country (Ghana) including Ada (in the Eastern Region), Kpandai (in the Northern Region)

and Tema (in the Greater Accra Region). Also worth-noting is that sample members serve under

diverse denominations such as Fountain Gate Chapel, Evangelical Church of Ghana and

Christian Church.

Sampling Method (s)

Due to the population involved in the research and the scope of the research study

purposive sampling method was employed. “Purposive sampling is where the sample is

specifically chosen because it offers the best chance of answering the question” (Swinton and

Mowat, 2006, p. 74). The researcher personally contacted some graduates amongst whom eight

were selected primarily because they are in the pastoral ministry. It is worth-noting that not all

graduates who undertake a course in Theology at Ghana Christian University College are in the

pastoral ministry. Thus the eight sample members were selected because in the estimation of the

researcher, they offered the best chance of answering the question this study sought to answer.

Data Collection Instrument

The qualitative approach to research was adopted for this study. According to Swinton

and Mowat (2006), McLeod (2001) proffers the definition below for Qualitative research:

Qualitative research is a process of careful, rigorous inquiry into aspects of the social

world. It produces formal statements or conceptual frameworks that provide new ways of

understanding the world, and therefore comprises knowledge that is practically useful for


those who work with issues around learning and adjustments to the pressures and

demands of the social world (p. 31).

Originally, this study was intended be a quantitative study. However, it became necessary to

employ interviews via the aid of semi-structured interview guides (a qualitative data collection

instrument) with the intent of gathering relevant data upon which questionnaires could be

constructed. Interviews were thus done for eight sample members by which time it had become

evident to the researcher that the data so far gathered was detailed, solidly valid and analysis

could be done with the wealth of data gathered. It is important to state that initially the researcher

was required to interview five sample members. This was subsequently increased to eight. By the

time data had been presented and analyzed, so much time had elapsed.

Ethical Issues

Ethical issues were considered prior to the commencement of the study and literally

throughout the entire study. “As researchers anticipate data collection, they need to respect the

participants and the sites for research; many ethical issues arise during this stage of the research”

(Creswell, 2003, p. 64). Ethical considerations in research are not limited to data collection but

extend to the analysis and interpretation of data collected. Creswell (2003) notes that “when the

researcher analyzes and interprets both quantitative and qualitative data, issues emerge that call

for good ethical decisions” (p. 66). Thus efforts were made to assure prospective respondents of

the following ethical issues prior to the commencement of each interview:

Conscientious efforts will be made to ensure that questions posed are as objective as possible

with no semblance of a deliberate intention to construct questions which will elicit information

that will invariable support my hypothesis. In other words, bias as per questions posed will not

be countenanced; objectivity will be the guiding rule.


The identity of participants / respondents will remain confidential. For the purpose of

anonymity of respondents, efforts will be made to ensure that their identity (their names) is kept

confidential. The names of respondents are not a requirement for availing themselves to be

sources of the data for my research and will be assured that their names will not appear anywhere

in my study. Pseudonyms will be used instead. This is intended to safeguard their identity to such

an extent that they will feel free to be as honest as possible in providing the data required for the

study.

Other ethical issues in writing the research will involve the potential of suppressing,

falsifying, or inventing findings to meet a researcher or an audience`s needs. These fraudulent

practices are not accepted in professional research communities, and they constitute scientific

misconduct (Neuman, 2000).Thus the bear facts of the research findings will be presented with

no massaging of data whatsoever. This suggests that conscientious efforts will be made to guard

against prejudice, stereotyping and bias in the presentation and analysis of data.

Progress of Interviews

As earlier noted, purposive sampling method was used for obtaining sample members

from the population (graduates from the School of theology of Ghana Christian University

College who are in the pastoral ministry). As also noted earlier, the data collection instrument

employed for this study is interviews. Eight interviews were conducted; five were face-to-face

interviews and three were conducted on phone. Five respondents could be contacted in person

because they lived within Amrahia town-ship (researcher lives within the very same township).

However, the other three respondents who were interviewed by phone lived relatively far from

the researcher. The researcher was constrained by time and financial resources that made it

inexpedient to embark on journeys to Tema, Accra and Yendi where the three respondents lived.


Researcher designed and utilized a semi-structured interview guide in facilitating the

various interview sessions. This proved helpful as it aided the researcher to remain focused and

maintain fluidity in the course of the interview sessions.

For an unknown reason, all respondents were receptive and were eager to be of assistance

in providing data to the researcher. Some intimated that they considered it a privilege to be

considered credible enough to be included in a sample for a study of such importance.

Time spent interviewing participants varied, with an average of twenty five minutes per

respondent. The longest session lasted for approximately 45 minutes. The gathering of data from

the field lasted for relatively long period of time; this was because were as some interview

sessions came off in quick succession (a matter of days), some other interview sessions came off

only after several weeks had elapsed. The basic reason for the afore-mentioned observation is

that some respondents were not readily available. They had to be contacted several times before

they could make time for an interview.

In a nutshell, interviews progressed fairly well with the exception of some minor hitches

which I earlier noted. These were ratified in the course of time. Each interview session was

unique. However the underlining feature amongst all the interview sessions is that each one was

a success.


CHAPTER FOUR

PRESENTATION OF DATA

This part of the study presents the data collated from the transcription of the eight

interviews conducted by the researcher and seeks to identify and expatiate on themes and sub-

themes that naturally emerge from the data obtained from the interviews.

Graduates in the Pastoral Ministry

All respondents indicated that they indeed graduated from Ghana Christian University

College at one point in time or the other. There was however variations with respect to the

programmes they pursued. Some pursued a four year degree programme in Theology (Bachelor

of Arts in Theology) whereas others a three years certificate progamme in Pastoral Ministry. All

respondents admitted that they are currently in the pastoral ministry with varying years of

experience in the pastoral ministry. For instance, Bonsu noted that he has been in the pastoral

ministry (within the Christian Church) for not less than twenty five (25) years whereas Sai noted

he had served in the pastoral ministry (within the Evangelical Church of Ghana) for seven (7)

years.

Demands of the Pastoral Ministry

Respondents enumerated and in some instances elaborated on numerous demands of the

pastoral ministry per their experience. These demands have been compiled as follows: Pastors

are required to have some measure of training, possess a vast knowledge of the word of God,

train others, preach and teach the Scriptures, perform duties such as burial ceremonies, offer

counseling services, visit people in hospitals, visit the homes of bereaved families, evangelize,

take charge of the affairs of the church (Church administration), administer the sacraments (the


Lord`s Supper and water baptism), live exemplary lives (morally upright lives), appoint

individuals to take leadership roles in the church and pray for the church.

For instance Adjetey (one of the respondents) made the following comments when he

was asked about the demands of the pastoral ministry:

The demands are monumental. As a pastor in such communities, one is expected to live a

life close to perfection. People within the church and outside the church expect so much

from pastors; they are expected to live holy lives and to be an example to the flock.

Pastors are required to give and tithe as they require their flock to give and tithe. Also, as

a pastor, I am required to preach, teach leaders, encourage people, advise them and

correct them (Appendix B, p. 21).

What is abundantly clear from the views expressed by respondents regarding the

demands of the pastoral per their experience is that the pastoral ministry is multifaceted and may

sometimes seem overwhelming by the sheer load of expectations from family members,

congregants and the society at large.

Some Courses Studied

Respondents were emphatic that they were required to study numerous courses, some of

which did not come readily to minds of respondents during the interview session. Assiedu noted

that he was required to study “numerous courses” (Appendix B, p. 19). A collation of these

courses includes Apologetics, Hermeneutics, Homiletics, Church Administration, Pauline

Epistles, Psychology, Sociology, Christian Education, African Traditional Religion, Islam,

Pastoral Counseling, Evangelism, Practical Ministry, Wisdom Literature, Old Testament

Prophets I and II, Basics of Accounting, English, The life of Christ, Communications Skills,

Origins of Civilization, Teaching Methods, Church History, Bible Survey (Bible Backgrounds),


Christian Doctrines (Systematic Theology), Archaeology, Pastoral Ministry, Youth Ministry,

Christian Ethics, World Religions and Philosophy. Having noted all these courses, it is important

to state that most of the courses (and their variations) appears to have been a requirement for all

respondents. One respondent (Adjetey) noted that he majored in Biblical languages and Pastoral

leadership whereas another (Gyamfi) noted he majored in Christian Education and Pastoral

Ministry. None of the respondents expressed any views regarding their areas of specialization

that seemed to suggest that they thought specializing in the areas they did was a mistake or a

disadvantage. What a significant number of them tended to say were, that their specialization

was an advantage since it afforded them the opportunity to learn so much and broaden their

horizon.

Knowledge and Skills

Respondents mentioned a multiplicity of knowledge base and skills they had imbibed as a

direct result from their theological education at Ghana Christian University College. These are

essentially graduate competences. Below is a compilation of such knowledge base and skills

respondents made mention of. A number of respondents indicated that their study of

Hermeneutics afforded them privilege of applying hermeneutic tools in their interpretation and

understanding of the Biblical text. Others indicated the imbibing of virtues such as discernment,

humility and integrity in ministry as a result of some of the courses studied in Ghana Christian

University College; their knowledge of ministerial ethics has been valuable in these respects.

Some other skills developed includes sermon preparation, ability to preach effectively, ability to

teach, organize and train church leaders, ability to counsel(and encourage) congregants, ability to

evangelize effectively, ability to prepare curriculum, ability to understand people and

accommodate them (ability to relate to people of differing faiths), ability to proffer a solid


defense for the Christian faith through the application of strategies (Apologetics) and logical

reasoning, ability to conduct oneself appropriately in public and private, the ability to answer

questions and deal with propaganda appropriately. A respondent noted that his education had

ignited in him the desire for learning, had broadened his horizon and has helped him

intellectually (Adjetey, Appendix B., p. 23).

A significant number of knowledge based skills have been stated per the views expressed

by respondents on the subject. The import of their comments is that, they were afforded the

privilege of being aided to imbibe treasured and vital knowledge based skills which they deploy

in the discharge of their pastoral duties. In other words, these competences obtained by graduates

through their theological education at Ghana Christian University College were not a mismatch

in their relation to the pastoral ministry but was a good fit.

Deficiencies of Theological Education

The data obtained under the above theme does not refer to theological education in

general but is specifically concerned with the content of theological education obtainable at

Ghana Christian University College. Three respondents noted in no uncertain terms that they had

not noticed any deficiency with respect to content of theological education as pertains at Ghana

Christian University College. A majority of five respondents noted through their submissions

that in as much as they think very highly of the content of theological education obtainable at

Ghana Christian University College, there are certain deficiencies. It is worth-noting that

Quarshie alludes to the fact that “no system in this plane of life exudes perfection” (Appendix B,

p. 26). Below is a collation of the views expressed by respondents with respect to the

deficiencies inherent in the content of theological education provided by Ghana Christian

University College: An overemphasis on academic excellence to the detriment of the spiritual


development of students; some lecturers` intolerance of the expression of divergent opinions by

students, and the lack of adequate monitoring schemes for practical assignments and students`

internships; the vast majority of books authored by Westerners and not entirely applicable to the

African context; Less emphasize on prayer and some other spiritual matters; and some of the

“courses failed to reflect current trends of life and situations” (Appendix B, p. 15).

One of the respondents (Sai) made a remarkable observation with respect to whether or not there

are deficiencies in the content of theological education provided by Ghana Christian University

College. Below are his comments

The content is not bad any way but what I think is that when you are on campus, you only

go through the theoretical aspect of the ministry, the practical aspects are missing and

sometimes students may be asked to go and do some internship and you come back with

a report; whether it is true or not, no one knows about it because nobody will go out there

and bring a bad report concerning himself. So the content is good but how to monitor it

and know that really it is making an impact on the students is a problem that I think the

school has (Appendix B, p. 6).

Quite clearly, respondents did not hide their misgivings about what they thought were

deficiencies in the content of theological education they received at Ghana Christian University

College. These supposed deficiencies have been catalogued already and thus need no mention at

this juncture. Respondents went further to proffer suggestions that they considered when

implemented could eliminate the supposed deficiencies. This will be looked at shortly.

Suggestions for Improvement

All respondents spoke highly of Ghana Christian University College. However, most

respondents indicated that there was more room for improvement when it comes to the content of


theological education available at Ghana Christian University College. They thus proffered some

suggestions as to how to improve on what currently prevails in the institution. They are

enumerated below: The introduction of a course on missions; The inclusion of a full course on

Biblical exegesis that runs for more than a semester; The inclusion in spiritual theology areas

that deal with spiritual realities that the African Christian minister may be faced with in his or

her line of duty and course should be taught by a lecturer with a lot of experience when it comes

to spiritual matters; Stoking the school library with a lot more books authored by African

scholars and using some of these books as text books; striving to maintain a balance between

academic excellence and the spiritual development of students; making conscious efforts at

maintaining a balance between theory and practice; Putting in place pragmatic measures to

ensure that students practical assignments and internship are monitored by course instructors or

lecturers; Encouraging spiritual disciplines such as prayer amongst students; the employment of

more lecturers who are not merely academically astute but who also have a wealth of experience

in Christian ministry.

In the estimation of respondents the above noted suggestions could go a long way to fine-

tuning the content of theological education as provided by Ghana Christian University College to

make it more relevant.

Commendations for Theological Education

Data obtained for the above mentioned category makes a case for theological education

in general but more particularly theological education that may be obtainable from Ghana

Christian University College. All eight respondents spoke favorably about theological education

has proffered by Ghana Christian University College. They indicated that they will recommend

the pursuance of theological education at Ghana Christian University College to pastors and


would be pastors and proffered reasons for their stands. Bonsu asserted thus: “Sure! Sure! I think

I will because the kind of training that is given here is adequate to equip any serious person or

any serious minded person who wants to do ministry for the Lord so I will, I will” (Appendix B,

p. 4) .Aboagye also observed that he thinks Ghana Christian University College has “good

teachers and they are very serious with teaching” (Appendix B, p. 12). Sai on the other hand

noted that he had already recommended the pursuance of theological education at Ghana

Christian University College to several persons and that he did so and continues to do so because

per his experience (and encounters with some pastors) he is fully persuaded that the theological

education proffered by the afore-mentioned institution is comparatively more effective than that

provided by other institutions.

Gyamfi (one of the respondents) went a step further to make a case for theological

education in general. He spoke extensively. Below is part of the argumentation he made for

theological education.

…Every Christian and for that matter people who are called into the pastoral ministry are

vessels of God. It is like raw material that has not been processed, it becomes unusable

but when it has been processed into its finished product, then you can use it to do

whatever you want to do with it. The calling may be there but it requires training and

training under tutors; people who have learnt and know what the Bible says. So it is

necessary that every pastor or every potential pastor goes through training – theological

training to be able to run the pastoral ministry.

…Let us consider Doctors and other professionals. They cannot just get up and begin to

operate on an individual or their profession without going through training. It is like

taking a car and giving it to a novice, somebody who has not been taught how to drive.


Can you imagine the number of people such a person will kill on the way? So it is with

theological education. The fallacy is that we think when you have the anointing, you can

do the pastoral ministry but it should not be the situation. It requires training…

And thirdly, there are excesses in the body of Christ. Day in, day out, people who have

not gone through theological education have been using the Bible inappropriately to

extort and sometimes mal-handle some of the text simply because they do not know what

the text is all about. So for us to be able to curtail or prevent some of these excesses, it

requires that every pastor or potential pastor goes through theological education to be

equipped to be able… to do the pastoral ministry… (Appendix B, pp. 16-17).

Evidently, all respondents spoke well of theological education in general and theological

education as provided at Ghana Christian University College in particular. The idea is that as far

as they are concerned, it will serve people who are called into the pastoral ministry well to

pursue some appreciable level of theological education. Respondents did indicate that they can

vouch for Ghana Christian University College.

The focus of this chapter has been to present data collected via interviews conducted in

the course of the study. The presentation was compartmentalized into six, namely, graduates in

the pastoral ministry, demands of the pastoral ministry, some courses studied, knowledge and

skills, deficiencies of theological education, suggestions for improvement and finally,

commendations for theological education. This compartmentalization was done to ensure an

orderly, logical, coherent and succinct presentation of data. An analysis of data presented was

done in the next chapter (chapter five).


CHAPTER FIVE

ANALYSIS OF DATA

This part of the study focuses on an analysis of the data obtained from respondents

(primary data) and data obtained from secondary sources (literature review). It merits noting that

data obtained from primary sources and that obtained from secondary sources collaborate in

certain respects but are diametrically opposed in some other areas.

Theological education has been part and parcel of the Christian church for literally

centuries as was noted during the review of literature earlier in this study. It has undergone

innovations, contextualization, fine-tuning and changes as time has traveled and as it has found

acceptance in different cultural and geographical settings (Shaji, 2012).

Theological education as provided at Ghana Christian University College features

prominently in the long history of theological education in the world. Its curriculum is obviously

fashioned after that of many standard theological institutions but exudes some uniqueness

flowing from contextualization amongst others. These may be deduced from the literature

reviewed on the subject and more so from the courses that were enumerated by respondents

(these were exhaustively captured in the presentation of data in the earlier chapter.

Nonetheless, many scholars such as Jefferson (1973), Houston (2007), Poling and Miller

(1985) have raised issues with the content of theological education and have suggested in

unambiguous terms that theological education as is currently fashioned out is outmoded, abstract,

fragmented and irrelevant to the current challenges of life and ministry. Some have suggested

that there is a mismatch between the curriculums of theological institutions and the demands of

the pastoral ministry. They have sought to argue that theological education has failed woefully to

prepare seminary graduates for the realities of the times. Are these assertions well founded and


will the views expressed by respondents in this study collaborate and oppose such assertions? As

the discussions unfold the answer will be forth-coming.

Theological Education and Graduate Competences

Literature reviewed indicates that generally, theological education is intended to make

available to students some body of knowledge and skills to prepare them for leadership roles (the

pastoral ministry inclusive) in the Church. Theological education provided from one Christian

seminary to another possesses some similarities but differ in certain respects. Some may have a

bias towards one theological position or another. Some theological institutions may focus more

on intellectual development and scholastic ability whereas others may focus on the spiritual

development of students. Some may strive to maintain a balance between intellectual

development and the spiritual formation of the students. Some theological institutions may focus

on theological education by extension (life-long theological education). Other theological

institutions may focus on transformational theology or the kingdom of God. Scholars abound

who advocate for one or more of these focuses as have been noted in the literature review.

Ghana Christian University has chosen to run several courses for her four year degree

programme with specializations in Conflict Management, Youth Ministry, Church leadership,

Cross-cultural Ministries and Biblical languages. Respondents have confirmed these and have

specified some of the courses they were required to study. These have been captured in the

chapter four of this study.

Respondents also indicated certain knowledge based skills they imbibed during the

course of their study and which they utilize in meeting the demands of the pastoral ministry.

What this indicates is that, the courses run at Ghana Christian University College played a

pivotal role in their acquisition of the requisite competences for their pastoral ministries. At this


point, one has to bear in mind what the term graduate competence suggests. Graduate

competence indicates the skills-set imbibed by students during the course of their education

which are expected to be brought to bear in their chosen careers. These skills-set are a necessity

for their chosen careers. Be that as it may, per the responses given by respondents, the skills-set

obtained by graduates in the course of their theological education at Ghana Christian University

College has afforded them the requisite competences required to be efficient in their pastoral

ministry. This is a far cry from the blanket assertions of scholars such as Jefferson who contend

that the curriculums of theological institutions are obsolete, abstract and are at odds with the

practical realities of the pastoral ministry.

The Pastoral Ministry and Graduate Competences

Another area that merits discussion is the demands of the pastoral ministry as it relates to

graduate competences. When it comes to pastoral roles and responsibilities (demands of the

pastoral ministry) there appears to be consensus between the literature reviewed on the subject

and the views expressed by respondents. John Calvin for instance notes that the pastor is to

preach God`s word, counsel and administer the sacraments amongst others (Tidball, 1997).

Poling and Miller (1985) mentioned that the pastor functions as a theologian, an educator,

counselor, administrator, preacher and several other roles. Their views regarding pastoral roles

where never intended to be exhaustive. It will therefore come as no surprise when respondents

mention other roles aside that mentioned by the scholars who have thus far been cited.

Respondents enumerated a multiplicity of pastoral roles and responsibilities per their

experience which included the following: Pastors are required to have some measure of training,

possess a vast knowledge of the word of God, train others, preach and teach the Scriptures,

perform duties such as burial ceremonies, offer counseling services, visit people in hospitals,


visit the homes of bereaved families, evangelize, take charge of the affairs of the church (Church

administration), administer the sacraments (the Lord`s Supper and water baptism), live

exemplary lives (morally upright lives), appoint individuals to take leadership roles in the church

and pray for the church.

It is quite obvious at this point that primary data and secondary data on the subject under

discussion are in sync. Views expressed by respondents are much lengthier. There are

commonalities regarding pastoral roles in areas such as administration, administering the

sacraments, counseling, preaching and teaching (educator).

Graduate competences come to play in this discussion precisely because the multiplicity

of pastoral roles and demands require certain competences without which they cannot be

effectively discharged. It is generally hoped that graduates from theological institutions imbibe

certain skills and body of knowledge that will aid them in the discharge of their pastoral

responsibilities.

It will not be far-fetched to conclude that the skills, abilities and knowledge base required

to adequately fulfill the multiplicity of pastoral demands as enumerated earlier can be considered

as graduate competences and more specifically core competences since they are competences

required for a specific profession (in this instance, the pastoral ministry). This logically leads to a

discussion on the relevance of theological education as it relates to the graduate competences.

Relevance and Graduate Competence

The relevance of a course of study to a given task may be ascertained by observing

whether or not, that which was learnt from that course of study provided learners with the

requisite knowledge and skills to perform the said task. In other words, the knowledge and skill

obtained should match the given task and not be a misfit. Similarly, students who graduate from


universities, seminaries and other institutions of higher learning are either explicitly or implicitly

required to have garnered certain knowledge base and skills unique to their chosen field of study

and intended for a specific profession (core competences). For instance, the student who

specializes in Accountancy in the University is expected to have imbibed certain knowledge base

and skills-set (generic and core competences) that is akin to the Accounting profession. These

competences are intended to make the various roles and functions peculiar to the Accounting

profession come handy without which that graduate will become a misfit for such a profession.

Suffice to add that if the education provided by a given institution fails to instill in students the

requisite competences for a given profession (in this instance, the Accounting profession), that

education become suspect and may be rightly said to be irrelevant. This will be so primarily

because the purpose of such an education would have been defeated. Such an education has

failed to serve its purpose. The case is not different with theological education. Where ever and

whenever it fails to achieve its intended purpose (and in this instance prepare student for the

pastoral ministry by helping them imbibe the requisite competences to be effective in the

discharge of their pastoral responsibilities. This is where the views of respondents on the subject

merit mention and discussion.

A number of respondents indicated that their study of Hermeneutics afforded them

privilege of applying hermeneutic tools in their interpretation and understanding of the Biblical

text. Others indicated the imbibing of virtues such as discernment, humility and integrity in

ministry as a result of some of the courses studied in Ghana Christian University College; their

knowledge of ministerial ethics has been valuable in these respects.

Some other skills developed includes sermon preparation, ability to preach effectively,

ability to teach, organize and train church leaders, ability to counsel (and encourage)


congregants, ability to evangelize effectively, ability to prepare curriculum, ability to understand

people and accommodate them (ability to relate to people of differing faiths), ability to proffer a

solid defense for the Christian faith through the application of strategies (Apologetics) and

logical reasoning, ability to conduct oneself appropriately in public and private, the ability to

answer questions and deal with propaganda appropriately. A respondent noted that his education

had ignited in him the desire for learning, had broadened his horizon and has helped him

intellectually.

Contrary to the gloomy picture painted about theological education by some scholars, the

views expressed by respondents and as noted above runs counter to assertions of irrelevance,

abstractness and obsoleteness of theological education. Certainly not in the case of theological

education as provided at Ghana Christian University College.

It is however important that mention be made of the fact that per the responses of some

respondents, there is more room for improvement as far as the content of theological education

as proffered at Ghana Christian University College is concerned. They hinted of less practical as

against lots of theoretical education and the need for a balance. The need for monitoring practical

assignments and internships were also mentioned. The need for more contextualization was

brought to the fore. These observations essentially do not take away from the overwhelming

consensus of respondents that indicates in no uncertain terms that their education has proven

relevant to their pastoral ministry and that they will not hesitate to invite others to pursue

theological education at Ghana Christian University College.

Finally, what comes as striking is that a discussions surrounding the issues of theological

education, the pastoral ministry, graduate competence and relevance are intrinsically linked. This

has panned out in the discussions so far. A convergence of theological education, graduate


competence and graduate competence invariably produces relevance, the discussion thus far

seem to suggest. The study at this junction has laid the commensurate premise for the final

chapter of this study which will deal with conclusion and recommendations for the future.


CHAPTER SIX

CONCLUSION AND RECOMMENDATIONS

Conclusion

This study has largely been painstaking and rigorous in its planning and implementation.

This has resulted in this piece of work that consists of six chapters in logical succession and in

accordance with generally accepted rules governing the conduct of such a study.

This study has shown that the charge of irrelevance leveled against theological education

by some scholars is largely an over generalization. What may be true about the content of

theological education in a particularly theological institution may be false in another. Such is the

case with theological education obtainable at Ghana Christian University College.

The deficiencies inherent in the content of theological education at Ghana Christian

University College (as identified by respondents) notwithstanding, the overwhelming consensus

of the respondents is that to a large extent, Ghana Christian University College provides

theological education that produces graduates with the requisite competences to effectively

discharge their pastoral responsibilities. A significant number of knowledge-based skills were

identified by respondents who indicated that these were imbibed in the course of their theological

education at Ghana Christian University College and are utilized in their pastoral ministries.

These knowledge based skills includes the abilities to prepare sermon outlines, prepare lesson

plans, interpret Scripture accurately, preach, teach, counsel church members, administer the

sacraments (the Lord`s Supper and water baptism), relate with people of diverse faiths, run an

effective administrative system in their churches amongst others. These competences are brought

to bear in meeting the demands of their pastoral ministries. An education that provides the

requisite competences for a particular profession is without a doubt relevant to that profession.


Herein lays the relevance of theological education to the pastoral ministry of graduates of Ghana

Christian University College.

As earlier noted the study has also brought to the fore some deficiencies inherent in the

content of theological education as seen through the lenses of some graduates of the very same

institution. Suggestions for rectifying these deficiencies have been succinctly provided as

recommendations for Ghana Christian University College.

Recommendations for Ghana Christian University College

On the basis of the research findings, the researcher makes the following recommendations for

Ghana Christian University College:

1. The institution should consider the introduction of a full course on missions.

2. Efforts should be made to ensure an inclusion of a full course on Biblical exegesis that

runs for more than a semester.

3. The relevant authority (ies) should consider the inclusion in Spiritual Theology, areas that

deal with spiritual realities that the African Christian minister may be faced with in his or

her line of duty and the course should be taught by a lecturer with a lot of experience

when it comes to spiritual matters.

4. The institution should stoke the school library with more books authored by African

scholars and using some of these books as text books.

5. Pragmatic measures should be put in place by school authorities and the faculty of the

school of theology to maintain a balance between academic excellence and the spiritual

development of students.

6. The institution should make sustained conscious efforts at maintaining a balance between

theory and practice.


7. The relevant authority (ies) should consider putting in place pragmatic measures to

ensure that students` practical assignments and internships are monitored by course

instructors or lecturers.

8. School authorities should encourage spiritual disciplines such as prayer amongst students

to facilitate their spiritual development.

9. The appointing authority (ies) for the school of Theology should endeavor to employ

more lecturers who are not merely academically astute but who also have a wealth of

experience in Christian ministry.

Recommendations for Further Studies

This study as earlier noted was a qualitative research and only interviews were employed

for the purpose of gathering data. The sample size is relatively small. On the above premise,

below are recommendations for further studies.

1. A quantitative research should be conducted on the basis of the findings of this study

(which is essentially qualitative in approach). This can be done via the design and

issuance of questionnaires for a relatively large segment of the population. In other

words, the sample size of such a study will be relatively large.

2. The topic of the current study can be narrowed down to focus the study on specific

historic blocs of graduates of Ghana Christian University College. For instance a study

can be conducted with focus on graduates from 2005 to 2010 (a five years period).


References

Akrong, A. (2007). Transformation in Theological Education. Journal of African Thought, 10

(2), 27, 29. Akrofi-Christaller Institute of Theology, Missions and Culture.

Bediako, G. M. (2009). History of theological institutions. Journal of African Christian Thought,

(Vol. 12), 21. Akrofi-Christaller Institute of Theology, Missions and Culture.

Cairns, E. E. (1996). Christianity through the century: A history of the Christian Church. Grand

Rapids, MI: Zondervan Publishing House.

Chilver, A. (1999). Spiritual formation in the theological college. Africa Journal of Evangelical

Theology, (18.2). Scott Theological College.

Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches. (2nd ed.). London: SAGE Publications.

Freire, M. J. & Teijeiro, M. (2010). Competences of graduates as an indicator of external quality

assurance in Universities. Regional and Sectoral Economic Studies, (10-3),80. Retrieved

November 2, 2012, from:http://www.eers.org1035pdf

Ghana Christian University College. (2012). Graduation 2012: 6th Congregation (46th Annual

graduation Ceremony). Accra: Ghana Christian University College.

Hildebrandt, J. (1996). History of the Church in Africa. Achimota, Ghana: Africa Christian

Press.

Hodges, D. & Burchell, N. (2003). Business graduate competencies: Employers Views on

importance and performance. Asia – Pacific Journal of Cooperative Education,16 – 17.

Retrieved November 9, 2012, from: http://www.apjce.org/File/APJE04 _2 _16_12pdf

http://www.apjce.org/File/APJE04_2_16_12pdf


Houston, B. (2007). The Kingdom of God: The missing framework from the curriculum.

Ogbomoso Journal of Theology. (7), 5 – 6. Oyo, Nigeria: The faculties of Theological

Studies, Religious Education and Musical, Nigerian Baptist Theological Seminary.

Houghton, S. M. (1980). Sketches from Church History. Pennsylvania: The Banner of Truth

Trust.

Hussain, Z. (n. d.). Investigating into perception of graduateness of business and information

systems undergraduates. The International Journal for Quality and Standards,3.

Retrieved November 9, 2012, from:

http://www.bsieducation.org/Education/downloads/ijqs/paper14pdf

Jefferson, C. (1973). The Minister as a Shepherd. Hong Kong: Living Books for all.

Larom, P. (1989). Pastor: A practical guide for church leaders. Achimota, Ghana: Africa

Christian Press.

Poling, N., & Miller, D. E. (1985). Foundation for practical theology of ministry. Nashvile:

Abingdon Press.

Shaji, C. D. (2010). Models of Theological Education – A historical mapping. Journal of

Theological Education and Missions, pp. 87-97.

Swinton, J., & Mowat, H. (2006). Practical Theology and Qualitative Research. London: Scm

Press.

Tidball, D. J. (1997). Skilful Shepherds: Explorations in Pastoral Theology. Leicester: Apollos.

Ward, T. (Ed.) (1974). Theological Education by extension: Much more than a fad. California:

MARC Publications.

http://www.bsieducation.org/Education/downloads/ijqs/paper14pdf


Appendix A

Ghana Christian University College

School of Theology

SEMI – STRUCTURED INTERVIEW GUIDE

For: Graduates of Ghana Christian University College in the pastoral ministry

Research topic: The relevance of theological education to the pastoral ministry of graduates of

Ghana Christian University College.

This interview is intended to ascertain the relevance or otherwise of theological education to the

pastoral ministry of graduates of Ghana Christian University College.

I crave your indulgence to be allowed to record the entire interview session. Anonymity and

confidentiality is assured. This study is being undertaken in partial fulfillment of the

requirements for the award of a Bachelor of Arts in Theology degree.

PASTORAL MINISTRY

1. Have you ever served as pastor of a congregation?

2. Are you currently a pastor of a congregation?

3. How long have you served as pastor and which denomination do you serve under?

4. How are you faring in the pastoral ministry at the moment?

5. What in your estimation are the demands of the pastoral ministry per your experience?

THEOLOGICAL EDUCATION

6. I am reliably informed that you are a graduate of Ghana Christian University College;

how true is this?

7. When did you graduate from Ghana Christian University College and what course of

study did you pursue?


8. What are some of the courses you were required to study (the content of the program you

pursued at Ghana Christian University College)?

9. What are some courses you consider as the most valuable of the courses?

10. What are some of the courses you think was a waste of time?

RELEVANCE

11. Does the knowledge and skills you gained as a result of your theological education at

Ghana Christian University College have any bearing on present ministry role?

12. What specific knowledge and skills did you gain that you use in your present ministry

role?

RECOMMENDATIONS

13. Have you noticed any deficiency (ies) in the content of theological education at Ghana

Christian University College?

14. If so, what are they? (What in your opinion are some of the courses you propose should

be incorporated into the current course content of the school of theology at Ghana

Christian University College?)

15. Will you recommend the pursuance of theological education at Ghana Christian

University College to pastors (and would be pastors) and why?

Thank you for your time and help.


Appendix B

Transcriptions of Interviews

This Appendix consists of the transcribed version of eight interviews conducted and

recorded concurrently by the researcher in the course of the study. It is the primary source of data

that was heavily relied on in the study. Also worth-noting is that, for the purpose of anonymity,

pseudonyms were used in place of the real names of respondents.

First (1st) interview

Pseudonym of Respondent: Kwame Bonsu

Researcher: Have you ever served as pastor of a congregation?

Respondent: Yes, I have.

Researcher: Are you currently a pastor of a congregation?

Respondent: Yes, I am still a pastor.

Researcher: How long have you served as pastor and which denomination do you serve under?

Respondent: Actually I have served not less than 25 years. First, I began with a church by name,

Christ Reminders, that was in the 70`s, 79 precisely. Later I happened to join United Christian

Churches Brotherhood which is now Fellowship of Christian Churches and where I had my

training as a theologian to start with, where I had my three years training in pastoral ministry and

religious education.


Researcher: What in your estimation are the demands of the pastoral ministry per your

experience?

Respondent: You know, if I understood your question very well, to be a pastor one needs to be

abreast with the word of God, yourself having to be taught by the word of God, allow yourself to

be trained so that you will use whatever training you have acquired to train others, must be able

to teach and to handle issues about church ministry. A lot, duties like performing burial

ceremonies, administering communion, giving counseling to people in need in various trouble

areas, having courage and knowhow to visit people in different situations, for example, hospitals,

homes of bereaved families and being able to evangelize.

Researcher: What were some of the courses you were required to study (the content of the

program you pursued at Ghana Christian University College)?

Respondent: Then, it was a seminary. We studied Life of Christ; we studied Communication

Skills; we studied Wisdom Literature, Old Testament Prophets; we did Christian Education, and

a little bit of Basics of Accounting - plus many other subjects.

Researcher: What do you consider as one or two of the most valuable courses you just

mentioned? Do you consider any of them as the most valuable?

Respondent: All were valuable but so far as English is concerned, by my understanding of the

course I undertook, i think among all that I learnt, I took Communication Skills as the best

among the lot because I see myself as a gifted evangelist - I have the opportunity to talk to many

people convincing them of the truth in Christ, so I think that is the area I can boast of. That is not

to say that the other areas were not effective but I took delight and interest in this area.


Researcher: What specific knowledge and skill did you gain that you use in your present

ministry? In other words, what are some of the things you learnt that you currently use in your

ministry?

Respondents: I should say integrity. Sticking to what one knows is the truth and living it. That is

what is guiding me and also the spirit of humility, in that, whatever service I am rendering is not

my personal business. I am working under the authority of Jesus so I think I am guided by

integrity above all other things.

If I understood your question very well, there is this area of having insight to be able to

discern what people bring across in line with Scripture because from my look of things we see a

lot of people showing up day in and day out claiming they have been sent by God in ministry but

in those lives, we are able to determine those who are there to carry out their own agenda and

those who are there to do the Lord`s work.

Respondent: I cannot say there was any deficiency but rather I see advancement in what I studied

before, compared to what I am now receiving. With time, knowledge is increasing and one needs

to be abreast with those demands. This is what I see makes a difference. There is advancement to

religion and a such that is the only difference I can see. Before I entered into theological

institution in those years, I thought I knew something but when I came and allowed myself to be

trained, I realized how ignorant I used to be and with whatever information I had is what built

me up into the years until I realized the need for advancement since education has no limit.

Researcher: Will you recommend the pursuance of Theological Education at Ghana Christian

University College to pastors and would be pastors?


Respondent: Sure! Sure! I think I will because the kind of training that is given here is adequate

to equip any serious person or any serious minded person who wants to do ministry for the Lord

so I will, I will.

Researcher: I really appreciate the fact that you gave me this amount of your time and provided

this amount of information.

Respondent: You are welcome and to God be the glory.

Second (2nd) Interview

Pseudonym of Respondent: Elorm Sai

Researcher: Have you ever served as a pastor of a congregation?

Respondent: Yes, I have served.

Researcher: Are you currently a pastor?

Respondent: Yes, I am.

Researcher: How long have you served as pastor and with which denomination?

Respondent: I have been serving for the past seven (7) years in the Evangelical Church of Ghana,

specifically, in the Kpandai district.

Researcher: What are the demands of the pastoral ministry per your experience?

Respondent: The demand of the pastoral ministry is to really get prepared for the ministry to

which you have been called. Preparing in the area of administration, preparing in the area of


being able to understand the word of God and interpreting its meaning to the members and also

be able to communicate well to others.

Researcher: As a pastor, do you perform all those roles?

Respondent: Yes, I perform.

Researcher: I am reliably informed that you are a graduate of Ghana Christian University

College?

Respondent: That is very true.

Researcher: When did you graduate from this school and which course of study did you pursue?

Respondent: I graduated in the year 2005. The program I pursued is Higher Certificate in

Pastoral Ministry.

Researcher: What are some of the courses you were required to study, that is, the content of the

program you pursued at Ghana Christian University College?

Respondent: The courses are many but I can give you a few of them for now. I did Practical

Ministry, Origins of Civilization, OT 1, OT 2. I also did Apologetics, Teaching Methods. I did

Counseling, Church History, a lot; they are many. These are some of the things I can mention.

Researcher: What do you consider as some of the most valuable of the courses?

Respondent: They are applicable. I have been able to apply them to my life. Yes. Some are more

valuable than others. Like, I didn`t mention Hermeneutics. I did Hermeneutics and that

Hermeneutics has really helped me to do very good interpretation of the Bible and then Practical

Ministry actually helped me to do the practical aspects of ministry.


Researcher: Were some of the courses a waste of time?

Respondent: Yes, I think some of the courses were a waste of time to me. Like these religions

because when I went, I could not use those materials and then there are, the World Religions I

am talking about and Apologetics; Apologetics too is good but I could not use it because where I

worked, I realized that there was no need for all these kinds of things so I could not make good

use of them.

Researcher: What specific Skills and Knowledge did you gain during you study at Ghana

Christian University College that you use in your present ministry role?

Respondent: How to prepare sermons and able to preach effectively and also be able to teach,

organize leaders and train them, counseling. Counseling has actually helped me and I am making

use of it and others.

Researcher: Have you noticed any deficiencies in the content of theological education at Ghana


Respondent: The content is not bad any way but what I think is that when you are on Campus,

you only go through the theoretical aspect of ministry, the practical aspects are missing and

sometimes students may be asked to go and do some internship and you come back with a report,

whether it is true or not, no one knows about it because nobody will go out there and bring a bad

report concerning himself. So the content is good but how to monitor it and know that really it is

making an impact on the students is a problem that I think the school has.

Researcher: Finally, will you recommend the pursuance of theological education at Ghana

Christian University College to pastors or would-be pastors and why will you do so?


Respondent: I will recommend and even I have recommended it to a lot of them and the reason is

that the teaching and everything that goes on here concerning the ministry is more effective than

those of other theological institutions because when I went out there, when I meet with people

who went to some other theological institutions, there is a difference.

Third (3rd) Interview

Pseudonym of Respondent: Felix Dramani

Researcher: Have you ever served as a pastor of a congregation?

Respondent: Yes


Respondent: Yes


Respondent: Okay. I served in the Church before I came to Ghana Christian College and

Seminary twelve years now and when I came to school, I saw a big difference; there were many

things I did not know and there were some things that I understood in a different way but when I

came to the school, it opened my mind and I was able to understand the background of the

Scriptures which I did not know until I came here, and also the work that I am doing now as an

evangelist, I learnt it when we were taught by professor Tim Bright; he taught as evangelism and

many strategies that I use in the field which I did not know before I came here and so I will want


to say pastoral training is very profitable. After my training at Ghana Christian College and

Seminary, I joined the Christian Church.


experience?

Respondent: My responsibility as a pastor is to teach the Word and before I teach the Word, I

must know the context and all these I did not know before I came here. Evangelism, counseling,

encouragement; the Bible helps us encourage, counsel, teach and also to evangelize.

Researcher: What are some of the courses you were required to study (the content of the

program you pursued at Ghana Christian University College)?

Respondent: A lot, a lot! OT, History, Bible Survey, Christian Doctrines, Prophets. A lot, which I

cannot mention all but we were taught the whole Bible (from Genesis to Revelation).

Researcher: What do you consider as the most valuable of the courses?

Respondent: Systematic Theology because here you are being taught Christian Doctrines, so

Systematic Theology is very good.

Researcher: What do you think was a waste of time?

Respondent: I don’t think any of the courses were a waste even Hinduism. We are Christians but

in Hinduism, I still learnt something, let us say, what I learnt in Hinduism is that, for the Hindus

they say there is a god inside you so if you can help yourself come out from that, then you are

God but we are not God; we are God`s children. This tells me I have to draw nearer to God-I will

be more than what the Hindus think, so I did not see any of the courses as useless. All of them

are useful.


Researcher: What specific knowledge and skills did you gain that you use in your present

ministry?

Respondent: Good! I may talk about evangelism; there were skills that I learnt, how to talk to

people, how to convince them. Sometimes I will not even open my Bible, I will look at how God

designed the world and begin to speak to them about the Bible. These are skills that I learnt. And

also, I learnt about counseling; it is a skill I also learnt here and encouragement. All these is

something given to me here.

There are more. In Christian Education, we learnt about Psychology and we learnt about

teaching methods, we learnt about organizational structure. We learnt about how to prepare

curriculum. All these things I can use to teach in the secular world - secular schools, so all these

are good.



Respondent: No, I did not notice anything like that but there some courses that are more

interested than others.


Christian University College to pastors (and would be pastors) and why?

Respondent: Surely I will recommend and recommend because; let me give this example looking

at the Bible. Let me give the example of Peter and the apostle Paul. Peter was a fisherman but

uneducated and he could not do much but Paul, because of his educational background, he did a

lot. He gave us 14 books (Some people say 13 books) but Peter gave us only 1st and 2nd Peter.


And I am thinking that the way I look at Peter, if Peter had been educated, he might have done

more than Paul. So people who are ignorant downplay theological education but they actually

don`t know what it entails. So theological education really prepares pastors, expands our horizon

in the field of Christian Education. The Bible even says study to show yourself approved a

workman who does not need to be ashamed so we need to educate ourselves.

Fourth (4th) Interview

Pseudonym of Respondent: Kingsley Aboagye


Respondent: Yes


Respondent: Yes


Respondent: I have served as a pastor for almost twelve years now in God`s Way Christian

Church, a branch of Christian Church.

Researcher: In your estimation what are the demands of the pastoral ministry per your

experience?

Respondent: As a pastor or senior pastor, I supervise the activities of the church, I manage the

Church, pray for the Church, visit Church members, giving them the Word of God, appointing


people to take some leadership positions. I take care of both the spiritual and the physical aspects

of the Church.


College. How true is this?

Respondent: Yes

Researcher: When did you graduate from Ghana Christian University College and what

programme did you pursue?

Respondent: Okay. I studied Higher Certificate in Pastoral Ministry and graduated in 2004.


programme you pursued at Ghana Christian University College)?

Respondent: I did Systematic Theology, the Life of Christ, Pauline Epistles, the book of Romans.

I did the book of Acts, Bible Survey, Pastoral Counseling, Evangelism and many more.

Researcher: Which of these do you consider as the most valuable?

Respondent: As an Evangelist, I like the evangelism side but the others are very important. If I

look at my call, I am an evangelist.

Researcher: Do you consider any of the courses as a waste of time?

Respondent: Well, I don`t consider any of them as a waste of time but sometimes, it may not help

us presently but the belief is that they may prove helpful in the future. We learnt of a lot of things

but some are not applicable in our local Churches but still when one goes out, one realizes how

important it is.


Researcher: What specific skills and knowledge did you gain at Ghana Christian University

College that you currently use in your ministry?

Respondent: I think this is a very difficult question but I think i learnt something like honesty,

integrity and I also learnt how to read the Scriptures and understand it, taking it from the

background to the New Testament and then how to apply it. So I think those areas helped me a

lot.



Respondent: Like I said, now I cannot say yes or no. I think the courses were okay for our time.

Researcher: Will you recommend theological education at Ghana Christian University College

to pastors and would – be pastors?

Respondent: Well, I think they have good teachers and they are very serious with teaching so I

think it will be good to direct people to go and study because if they go there they will get what

they want and they will go through not just academics but discipline and this will help them.

Firth (5th) Interview

Pseudonym of Respondent: Freeman Gyamfi


Respondent: If my memory serves me right, it was before 2008 when I came to the Bible School

that I was serving under the senior pastor of my Church, Fountain Gate Chapel. I was not


ordained as a pastor but almost did everything that a pastor is supposed to do. That was the time I

did the work of a pastor.

Besides that, when I came to school, Ghana Christian University College, the school has a

fellowship where a few of us were selected to stir the affairs of the fellowship, therefore we

carried it as our responsibility as pastors are supposed to do; we preached, we taught, we went on

evangelism, we went on visitation, prayed for the people and all those things so that is basically

what I did when it comes to pastoral ministry.


Respondent: At the moment I am not pastoring any church but just as I said earlier, the Campus

Fellowship where I used to fellowship with, I still work with them, I minister, carry out the role

of a pastor. Besides that, I carry out series of activities concerning pastoral ministry at Emmanuel

Eye Centre where we minister the word of God to people, we counsel people, we pray for people

who are in need and do visitations and send people to Churches to fellowship with them.


College; how true is this?

Respondent: Yes, that is true. I just graduated in September, 2012, though our certificates are not

yet in.



Respondent: Back in school, we studied a lot of courses under leadership and Christian

Education. Some of the courses included Psychology, Church History, Church Administration,


Pastoral Ministry. These are just few that I mentioned. There are still some. We did

Archaeology, we did Traditional Religion. We did Youth Ministry and so on and so forth.

Researcher: What do you consider as the most valuable of the courses?

Respondent: I think to have a holistic training so far as theological education is concerned,

almost every course is important just as Scripture says that every part of the body is very

important because even the least that you think is the least, if it is taken out of the body becomes

incomplete. Almost every aspect of training; the courses is very important but for me, one of the

courses that really touched me so much is Church Administration. I have come to realize that

most of the Churches that are around have loopholes when it comes to the administration of the

Church. The course actually opened my eyes so far as the structures of the Church are concerned

and to find out how the leadership is supposed to run the Church the way God wants it. That is

one of the courses that I really admire so much.


ministry role?

Respondent: A lot. You see, when it comes to the work of the ministry, sometimes there is the

assumption that when you have the anointing, you can do the work of God. Yes, it is possible but

a little training here and there goes a long way to booster the gifting that is in the individual.

For me specifically, my ability to interpret the Scriptures accurately is one of the hallmarks

of a theologian because the idea is that, if you don`t interpret the Bible accurately, you pass on

whatever is been supposed to be the Word of God, you end up polluting the people under you.

That is why when you look at the centuries past, most of the heresies that came about were as a

result of these things, lack of training and people led many astray; people deceived others and so


for me, my ability to look at Scripture and interpret it appropriately and then present it

accordingly are part of the important aspects of my education that I value so much. And besides

that, every leader or pastor has the mandate of shepherding God`s people and as the Bible says,

God has placed pastor to run or to mentor people. Now, if the pastor fails to do that

appropriately, he or she will account to God and so I place so much value on the fact that it is my

responsibility to account to God based on the people that pass through my hands and so, pastoral

care and shepherding God`s people as some of the courses we did are so relevant and it has

helped me to understand people in their setting and in their situation, accommodate them and the

work of God will go on.



Respondent: This is interesting. You know, in almost every training that one goes through, it may

not be hundred percent (100%) perfect, however, looking at the situation that we find ourselves

in these times, there were most of the courses that I think failed to reflect the current trends of

life and situations. And so, though it was not perfect, we just gleaned the things that we thought

could booster our understanding of the Word of God and how we can apply it to our lives first

and that of people who will pass through our hands. It was not 100% accurate and perfect but we

gleaned the good ones, we built on them and use it to help in the running of the ministry. For

example, most of the courses were it demanded practicality, practicality was missing and so you

learn the theory in the classroom but how do you apply what you have learnt in the real life

situation.


Okay. Let me give you an example. You learn about evangelism and then theoretically

you are taught about evangelism but it is one thing to learn the theory, however, it is another

thing to put what you have learnt into practice. Where at least if you learn the theory, you are

sent into the field; your mentors or your instructors or lecturers see you through how this can be

done in the real life situation. Some of those things were missing. And besides that, the books

that were used to learn do not fit in our context. Almost all the books that we used through the

years are foreign books, books from America, United Kingdom and all those places. Now, their

set up is very different from ours. Their context is different from ours but then, for instance, let

me give you an example here; one of the major problems we are faced with is poverty. Now, to

them, poverty is not a big issue because they are rich and they are advanced so most of their

books do not fit into our context. Are you getting what I am saying? We get their books but the

situations that we are faced with are different from theirs. Those were some of the challenges

that we were confronted with during our stay in school.

Researcher: Will you recommend the pursuance of theological education at Ghana Christian

University College to pastors and would-be pastors?

Respondent: I will do so. Reason number one; you see, every Christian and for that matter people

who are called into the pastoral ministry are vessels of God. It is like raw material that has not

been processed, it becomes unusable but when it has been processed into its finished product,

then you can use it to do whatever you want to do with it. The calling may be there but it requires

training and training under tutors; people who have learnt and know what the Bible says. So it is

necessary that every pastor or every potential pastor goes through training – theological training

to be able to run the pastoral ministry.


Number two; let us consider Doctors and other professionals. They cannot just get up and

begin to operate on an individual or their profession without going through training. It is like

taking a car and giving it to a novice, somebody who has not been taught how to drive. Can you

imagine the number of people such a person will kill on the way? So it is with theological

education. The fallacy is that we think when you have the anointing, you can do the pastoral

ministry but it should not be the situation. It requires training. The Bible says my people perish

for the lack of knowledge. We need training. Jesus said, “You shall know the truth and the truth

shall set you free. How can you know the truth unless you learn? And we learn under people who

know. So it is very necessary.

And thirdly, there are excesses in the body of Christ. Day in, day out, people who have not

gone through theological education have been using the Bible inappropriately to extort and

sometimes mal – handle some of the text simply because they do not know what goes in or what

the text is all about. So for us to be able to curtail or prevent some of these excesses, it requires

that every pastor or potential pastor goes through theological education to be equipped to be able

to run or to do the pastoral ministry. These are the few reasons why I think we need to go

through theological education in other to do the work of God and to do it properly.

Sixth (6th) Interview

Pseudonym of Respondent: Nana AsareAsiedu


Respondent: Yes



Respondent: Yes


Respondent: I have served as pastor for the past eight (8) years and have served under the

Christian Church.

Researcher: How are you faring in the pastoral ministry at the moment?

Respondent: It has been a mix-bug. I am doing well currently but there are times when the

demands are numerous and seemingly overwhelming.


experience?

Respondent: A lot of demands. Pastors visit church members, counsel and pray for church

members with respect to the challenges they encounter in life. Pastors teach and preach from the

Scriptures. They also get involved in evangelism and in mobilizing their church membership to

do so.



Respondent: Yes I am.

Researcher: When did you graduate from Ghana Christian University College and what course

of study did you pursue?


Respondent: I graduated from Ghana Christian University College in the year 2011 after having

pursued a two year higher certificate in pastoral ministry.



Respondent: We studied numerous courses. We studied Prophets, Old Testament Prophets 1 and

2, Systematic Theology, Apologetics, Christian Education, Bible Backgrounds, African

Traditional Religion, Pauline Epistles, Hermeneutics, Pastoral Counseling and Practical

Ministry. There are many others but they do not readily come to mind.

Researcher: What are some courses you consider as the most valuable of the courses?

Respondent: I think all the courses are valuable.

Researcher: What are some of the courses you think was a waste of time?

Respondent: I personally think that none of the courses was a waste of time.


ministry role?

Respondent: How to interpret the Scriptures accurately and how to employ certain Apologetical

tools in defense of the Christian faith. How to conduct oneself in private and in public; how to

relate to people of differing beliefs and religions were all learnt and internalized during the

course of my study at Ghana Christian University College.




Respondent: Yes I have.

Researcher: If so, what are they (What in your opinion are some of the courses you propose

should be incorporated into the current course content of the School of Theology at Ghana

Christian University College)?

Respondent: There is a lot more focus on theory as against practical. Prayer is not encouraged

much and some lecturers are very good in the theoretical aspects of the courses we undertook but

they are shallow in experience. Also, some lecturers are hostile to the expression of divergent

views and seem to think only what they say is accurate.

Researcher: Will you recommend the pursuance of theological education at Ghana Christian


Respondent: Oh yes! I will. I think Ghana Christian University College is the best place to study

theology in Ghana; the best place to prepare for the pastoral ministry. There is so much one can

learn as long as one takes his or her studies seriously.

Seventh (7th) Interview

Pseudonym of Respondent: Nii Odai Adjetey


Respondent: Yes, I am pastoring two congregations at the moment in two rural communities.

Researcher: How long have you served as pastor and with which denomination?


Respondent: I have served as pastor for about five years now. I started when I came to Ghana

Christian University College. I pastored a number of Churches but worked more with Regal

Gospel Ministry. Currently, I pastor two churches in the North.


Respondent: Things are moving on quite well. However, there are challenges. At times, the

congregations seem to be doing well, whereas at other times, they seem to do badly. It’s a roller

coaster experience and this can be quite frustrating. This is so partly because most members of

the congregation are illiterates and are first generation Christians. It takes a lot more time for

them to grasp what is being taught them.

Researcher: What are the demands of the pastoral ministry per your experience?

Respondent: The demands are monumental. As a pastor in such communities, one is expected to

live a life close to perfection. People within the church and outside the church expect so much

from pastors; they are expected to live holy lives and to be an example to the flock. Pastors are

required to give and tithe just as they require their flock to give and to tithe.

Also, as a pastor, I am required to preach, teach leaders, encourage people, advise them

and correct them.

Researcher: As a pastor, do you perform all those roles?

Respondent: Yes, I do


College?


Respondent: Yes, I actually graduated from Ghana Christian University College in 2011 with

Bachelor of Arts in Theology after four years of education.

Researcher: What are some of the courses you were required to study, that is, the content of the

programme you pursued at Ghana Christian University College?

Respondent: I majored in Biblical languages and Pastoral leadership. Courses I was required to

take included Old Testament 1and 2, Evangelism, Counseling, Pastoral ministry, Sociology,

Philosophy and many others.


Respondent: I will not say some are more valuable than others; all are valuable. However,

because of where I am currently ministering, that is, in two rural communities, some of the

courses I did are not currently valuable to me. This is because they are not required where I

pastor currently. Courses such as Sociology, World Religions and African Traditional Religion

are more valuable to me where I am. I live in a society and also work among people of different

faiths, and particularly, adherents of African Traditional Religion.

Researcher: What are some of the courses you think was a waste of time?

Respondent: None of the courses was a waste of time even though some of the knowledge and

skills gained from some of the courses are more relevant for the pastoral ministry where I am

currently. Some of the courses I do not find valuable at the moment because of my context, may

be valuable in urban communities. Apart from that, all the courses I studied at Ghana Christian

University College have broadened my horizon; they are of a high class and even helps one who

desires to pursue further studies.



ministry role?

Respondent: A lot. It is dangerous to pastor without theological education. At Ghana Christian

University College, we are taught Christian Ethics and ethics of the ministry. One gets to know

when to speak, where not to speak, how to conduct one-self. In Apologetics, we were taught how

to answer questions and how to deal with propaganda. All these have helped me a lot. It has

helped me intellectually and has created in me the desire for learning. I buy a lot of Christian

literature and read them because of the level of training acquired at Ghana Christian University

College.



Respondent: Yes, I have noticed some deficiencies. I think Missions should be included in the

courses. Yes, we do Church History but the focus is not on missions. I have in recent times

purchased books on Christian Missions, have been reading them and have found them enriching.

I found out that there is a lot more we can do to advance God`s Kingdom. I shared tears recently

when I read about the sacrifices of some of the missionaries. I think that if Missions is taught as a

course, it will be very helpful.

Also, attention should be given to the spiritual life of the students. It seems prayer is not

encouraged much. Also, we did a course known as Spiritual Theology but it did not address a lot

of spiritual issues perhaps because of the lecturer who taught that course. I think spiritually-

inclined lecturers-lecturers with experience in spiritual matters should be made to teach that

course. Out here, there are many real spiritual issues to deal with and I think with information on


spiritual issues, graduates will be equipped to deal with spiritual matters. Knowledge is

important and powerful. Knowledge in this area will therefore be extremely helpful.

Also, some lecturers, it seems do not have much experience in ministry; and so they are

very good when it comes to theoretical aspects of the courses they handle but are low on hands

on experience; this prevents them from relating the theory to present day ministerial issues and

making the courses more relevant.


Christian University College to pastors or would-be pastors and why will you do so?

Respondent: Yes, I will recommend. Ghana Christian University College is the best in Ghana. It

equips students for the pastoral ministry and for further education. If one attends this school, the

person will be a better person for God`s use so far as the person is serious with his or hers studies

and whatever training he or she is receiving from Ghana Christian University College.

Eighth (8th) Interview

Pseudonym of Respondent: Augustus Quarshie


Respondent: Yes, i have pastored a congregation and still do.


Respondent: I have served as a pastor for the past five years. Throughout this period till date, I

have served as an ordained minister with Christ Apostolic Church, Ghana.



Respondent: I am doing quite well. There are many moments of fulfillment and triumphs in the

course of pastoring but there have also been challenging moments. However, by God`s grace,

many of these challenges have been surmounted.


experience?

Respondent: Over my five years ministry as a pastor, i have had to handle numerous demands

flowing from a multiplicity of tasks I am commissioned to fulfill by my denomination and the

expectations of my congregants. They include preaching, teaching, administering the sacraments,

namely, the Lord`s Supper and water baptism, Organizing leadership seminars for church

leaders, Presiding over church leadership meetings, counseling congregants individually and

functioning as an administrator of the Church among many others.



Respondent: That is factual.

Researcher: When did you graduate from Ghana Christian University College and what course

of study did you pursue?

Respondent: I graduated from Ghana Christian University College in 2008 after having pursued a

four- year degree in Theology; Bachelor of Arts in Theology, to be precise.




Respondent: I was required to study numerous courses, some of which do not come readily to

mind. I will do my best to mention quite a number of them. Hermeneutics, Homiletics,

Evangelism, Islam, African Traditional Religion, World Religions, Church Administration,

Christian Apologetics, Pastoral Counseling, Christian Ethics, Philosophy, Sociology, Practical

Ministry and many others.


Respondent: I consider all the courses I was required to study as equally valuable. Most courses

have a direct bearing on the pastoral ministry whereas a few have a bearing on the pastoral,

though not directly.

Researcher: What specific Knowledge and skills did you gain that you use in your present

ministry role?

Respondent: A lot. The knowledge base and skills required for undertaking tasks such as

overseeing the affairs of the Church, teaching, evangelizing, preaching, rightly interpreting the

Scriptures, counseling congregants, administering the sacraments, that is, the communion and

water baptism, performance of burial services and many other such functions were internalized

during the course of my studies at Ghana Christian University College and are used frequently in

the discharge of my pastoral responsibilities.



Respondent: Yes, I have. It is worth-noting that no system in this plane of life exudes perfection.

That is simply the case with theological education at Ghana Christian University College.


Researcher: If so, what are they (What in your opinion are some of the courses you propose

should be incorporated into the current course content of the School of Theology at Ghana

Christian University College)?

Respondent: A course in Biblical Exegesis that runs for more than a semester will be apt. Also,

measures should be taken to ensure a balance between the intellectual development and the

spiritual formation of students. These should be juxtaposed with practical (given students

opportunities to have hands-on experience in the pastoral ministry under the periodic monitoring

by lecturers).

Researcher: Will you recommend the pursuance of Theological Education at Ghana Christian


Respondent: Yes, I will. To a large extent, Ghana Christian University College provides a

conducive atmosphere for her students to blossom intellectually, morally, spiritually and

professionally through the teaching and learning process under the watchful eyes of highly

trained (and experienced) lecturers. It is my personal conviction that any student who avails

himself or herself to the rigors of the teaching and learning process available at Ghana Christian

University College will in no doubt obtain the requisite preparation for effectiveness in the

pastoral ministry.

Researcher: Thank you for your time and assistance.

Respondent: It is my pleasure to be of assistance to you.

the relevance of theological education to the pastoral ministry of graduates of ghana christian...

Documents

pastoral ministry of

pastoral responsibilities

daniel dela dunoo supervisor

abstractthis dissertation

research question

dedicationthis dissertation

field based research

requisite sample members