Theses and Dissertations

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    The Relationship between Training and Placement in Ministry : a study of the NEGST Alumni
    (2014-05-23) Mbogo, Rosemary Wahu
    This study aimed at establishing the relationship between theological training and placement in ministry. It specifically focused on the Nairobi Evangelical Graduate School of Theology (NEGST) alumni. The study was descriptive in nature and data were gathered from the Registrar's and Alumni offices at NEGST and from the alumni. A questionnaire was designed to collect data from the alumni. It was administered personally through email and through postal addresses. Respondents included male and female, married and singles, young adults and middle age adults from thirteen different countries. The researcher wanted to find out in what kind of ministries NEGST alumni were placed, what factors influenced their placement in ministry, and the relationship between their training and placement. The findings revealed that most NEGST alumni were involved in Christian ministries both on full-time and part-time bases. Most of them attributed their placement to their area of specialization at NEGST and added credentials at the completion of their training. They expressed contentment with the quality of academic study during their training. Overall, there was a positive relationship between graduates' training at NEGST and their placement in ministry. However, on other factors to do with the school that could have contributed to placement, respondents did not agree. These factors included field ministries program offered at NEGST, spiritual formation activities such as chapel and small groups, and interactions with faculty members. Classroom interactions were perceived to contribute to placement in ministry more than other kinds of interactions such as informal and mentoring interactions with the faculty. Graduates generally did not feel that other factors such as uncertainty of call and spiritual gifts, preference of a specific geographical context, previous experience, political instability and war, financial limitations, employers decisions on posting and limitations of certain roles to males (in their contexts of ministry) significantly influenced their placement in ministry. Based on the data gathered, recommendations were made to the NEGST curriculum developers and policy makers on how they could improve their training program to enhance graduates' placement in Christian ministry.
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    The practice of training ministers in the context of their ministry :case study of Tafakari Center for Urban mission in Kibera slums
    (2014-04-16) Kagari, Lugala James
    Nairobi, "the city in sun" is the gateway to the east of Africa and a home to many international organizations, which include the United Nations. In fact, Nairobi is the organizations regional center for aid, trade and commerce. The population of Nairobi is over three million people, two thirds of them living in slums. The slum conditions in Nairobi can be described as wretched and unfit for human beings. Such conditions makes it necessary for theological schools to establish models of training that would produce ministry leaders who would bring transformation by appropriately and effectively dealing with issues and needs of the slum communities. Thus, the broad question this research study has attempted to answer is: "How do theological schools train ministers so that they are relevant for ministry in slums? The study sought to find out what constitutes an effective and appropriate training practice for ministry among people in slum communities. The study focused on the training practice of Tafakari Center for Urban Missions (TCFUM), located in Kibera slums in the city of Nairobi. Qualitative study methodology was engaged in this study. Data was collected through open-ended interviews, through participant observation as well as information from documents. Having analyzed and interpreted the data, the researcher found out that the training practice at TCFUM constitutes the following: o Exclusive curriculum is sensitive to the needs and issues of the slum communities. o Learning takes place in an institution, located within the community. o Students who study here have a specific calling for slum ministry and connected to a ministry in slums, apart from having sound academic qualifications o Methodologies that seek to engage the student are preferred in the training process. o Faculty is academically and professionally qualified and has experience in areas they are asked to teach. o Education process goes beyond graduation (continuity). The center has attempted to provide the way forward in training ministers for the slum ministry. This model of training may be a solution to the challenges facing educationists and missiologists in responding to the mandate to reach the poor in Africa and the world at large with the Good News of our Lord and Savior, Jesus Christ.
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    Trainees' perception of relevance of methods used in short-term ministerial training at African Evangelistic Enterprise, Kenya
    (2014-04-14) Bokwa, Sylvain Atsidri
    This study was an attempt to investigate the perception of the relevance of training methods used at African Evangelistic Enterprise (AEE). It was a descriptive study, which was carried out using views of trainees as the basis ofthe investigation. The researcher further investigated the factors that may have influenced trainees' perception. The data collection involved the use of a closed-ended questionnaire, part of which was developed using the Likert Scale of Summated Ratings to determine the view ofthe respondents. The instrument was distributed by the researcher personally to 30 trainees. The Chi- square test of independence was the statistical instrument used. It was discovered that generally, majority of the trainees perceived training methods used at AEE as relevant. The findings revealed that trainees attest to the high relevance of discussion, lecture/instruction, mentoring/coaching, field trip and, practicum/internship and wished that the methods could be used most frequently. What came out clearly from the study was that it was not the frequency with which a training method was used that mattered, but the issue was relevance. It was therefore recommended that trainers employ training methods that would prove relevant for the training at AEE.