The ICETE Programme for Academic Leadership (IPAL) was officially established in 2010 and arose out of the need to provide training to theological institutions in different regions of the world. IPAL provides a three-year cycle of four-day seminars for the professional development of evangelical academic leaders to help institutions in their pursuit of quality and excellence. This publication is the first of three volumes intended to accompany and support the IPAL seminars as well as independently providing wider access to the principles required by academic leaders for institutional development. Each chapter shares and illustrates the contributors’ expertise in and understanding of education, leadership and administration in the field of evangelical academic institutions. With an intentional awareness of a wide range of non-Western contexts this volume is a much-needed guide for senior administrators around the world.

The ICETE Programme for Academic Leadership (IPAL) was officially established in 2010 and arose out of the need to provide training to theological institutions in different regions of the world. IPAL provides a three-year cycle of seminars for the professional development of evangelical academic leaders and administrators to help institutions in their pursuit of quality and excellence in theological education. This publication is the third and final volume intended to accompany and support the IPAL seminars as well as be an independent resource to aid theological institutions with faculty development. Faculty development is at the heart of theological education. This book lays the foundation for institutions to equip, train and release emerging academic leaders to advance their careers and improve the standards of their teaching and research. The contributors to this volume share the findings of research conducted at evangelical academic institutions in various contexts around the world so other senior administrators can enhance the quality of theological education at their own institution.

The ICETE Programme for Academic Leadership (IPAL) was officially established in 2010 and arose out of the need to provide training to theological institutions in different regions of the world. IPAL provides a three-year cycle of seminars for the professional development of evangelical academic leaders and administrators to help institutions in their pursuit of quality and excellence in theological education. This publication is the second of three volumes intended to accompany and support the IPAL seminars as well as independently providing wider access to the principles required by academic leaders for institutional and curriculum development. Each chapter shares and illustrates the expertise and understanding the contributors have of education and curriculum design in the field of evangelical academic institutions. With an intentional awareness of a wide range of non-Western contexts, this volume is a much-needed guide for course administrators around the world.

There remains a considerable gap in discussion of Pentecostal theological education in and by the Majority World. This volume seeks to fill that gap and offer ways for such conversations to progress among educators and institutions globally. Theological education may be conceived in broad terms as inclusive of discipleship within the local church, for instance, yet the phrase is used in this volume regarding formal engagement within higher education that is specifically focused on theological development and discipleship within the academic disciplines. This volume takes up an initial foray into the narrow approach in seeking to address those persons, institutions and organizational bodies concerned with the graduate/post-graduate levels of theological education with the intent of a following volume more specific to the undergraduate (bachelor's and certificate) levels of higher education. The further intent is to include a third volume on non-formal theological education, which is critical for the continuance of the global Pentecostal/Charismatic revival. The collection of essays included in this volume represent a diverse authorship globally as seeking to address pertinent issues of Pentecostal theological education in the Majority World. The opening contributions by Gary Munson, Vee J. Doyle-Davidson, and Amos Yong offer introductory observations and underlying theological and socio-cultural underpinnings for better engaging Pentecostal theological education in the Majority World. Dave Johnson and Josfin Raj each carry the conversation into areas of advancing research engagement and maturation that may be imported, local or globalized, and make good use of the tools available in each context. The three chapters by Daniel Topf, Peter White, and Jeremiah Campbell provide histories and prospective futures in several Majority World contexts across regions of Africa and Latin America. A volume such as this would be remiss to not have a contribution speaking to the role of the Holy Spirit in theological education. Temesgan Kahsay provides just such an essay that seeks to consider ways in which the Spirit has and ought to be more directly engaged through the educational processes. The volume is rounded out by the chapter of Dean D. O'Keefe and Jacqueline N. Grey that provides some biblical theological reflections drawn from the exilic and post-exilic texts of the Old Testament as bases for reflecting upon Pentecostal practices in conversation with Scripture.

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.

This book is a result of a joint conference, which was held from 18th-22nd July 2017 under the theme Religion, Citizenship and Development – Southern African Perspectives." The theme of the conference was adopted in order to underline the importance and significance of religion in the socio-economic development of people in the world generally and in Southern and Central Africa in particular. The papers in the book are divided into two volumes. Volume one consists of papers which directly discuss religion and development in one form or another. The second volume contains papers that discuss religion and other pertinent issues related to development. The papers are grouped into sub-themes for ease of reference. These include Citizenship and Development, Migration and Development, Disability and Development, Pentecostal Churches and Development and Religion and Society. All in all, despite a divergence of sub-themes in volume two, all point to issues to do with the role of religion in development in Southern and Central Africa today.

Because of the disconnect within the curriculum and the lack of contextual relevance, African theological education is still searching for appropriate approaches to ministerial training. Integrative theological education refers to systematic attempts to connect major learning experiences appropriate to the education and formation of ministers. It is seen as a solution to connect and transform ministry training. The main premise of this book is that the key to enhancing theological education is the intentional integration of knowing with being and doing, of theory with practice, and of theology with life and ministry. In this way, all aspects of student learning are brought together holistically, highlighting an educational strategy that is concerned with connections in human experience, thereby supporting student learning. Making Connections offers the opportunity to consider integration as an appropriate pedagogical approach, to create the correct balance in making education more meaningful and fulfilling for the African, revealing humanising education grounded in African philosophy and worldview.

The book presents a theological basis for theological education based on the Great Commission (Matt 28:18-20) within the context of Asia. The first part of the book asserts that theological education that is sound and biblical fulfills the purpose of the Great Commission by making disciples of all nations. The second part of the book considers the key text on discipleship in Matthew 16:24, emphasizing that suffering is an essential aspect of following Jesus. Discipleship and a theology of suffering must feature prominently in theological education. These crucial aspects of the Christian life are often missing in the teaching of pastors and churches today. Therefore, there is an urgent need in theological education to highlight and to remedy these deficiencies. The book also contains three appendices that are valuable for theological educators: a set of graduate attributes for theological students, a code of professional ethics for ministers, and a statement on spiritual abuse. The book provides invaluable reading for theological educators, church leaders, elders, pastors, and teachers.

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Zimbabwe has invested in women’s emancipation and leadership while articulating a strong Pan-Africanist ideology, providing a valuable entry point into understanding the dynamics relating to women’s leadership in Africa. It is also characterised by radical religious pluralism, thereby facilitating an appreciation of the impact of religion on women’s leadership in Africa more generally. This volume reflects on the role of Zimbabwean women in religio-cultural leadership. It opens with an expansive literature review on leadership, with a specific focus on African women’s leadership in the context of global studies on leadership. The chapters then discuss the unique Zimbabwean women’s leadership roles in ecological conservation. Topics include disaster management, the SDGs, and ecological stewardship. The book closes with examining women’s leadership among adherents of African Indigenous Spirituality, such as among the Shona and Ndau ethnic groups. It will appeal to scholars across management, women’s studies, religion, and cultural studies contemplating on African women’s leadership in religion as well as other areas of life.